Graduate Certificate of Behaviour Support Teaching
BEHS19CTV1
| Minimum number of credit points at 800 level or above | 16 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Certificate |
| Overview and Aims of the Program | The aim of the Grad Cert in Behaviour Support Teaching is to provide a specialised program of study and professional experience to prepare professionals to work with students with behavior problems. The program focuses on evidence-based practice and the practical application of skills and knowledge to teaching practice. The program incorporates flexible modes of delivery and is particularly suited to part-time study for practising professionals. Professional experience is an integral part of the program. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. select or design behaviour intervention and support for students with problem behaviour demonstrating an awareness evidence-based practice in special education, with particular regard to behaviour and classroom management (K, T, P, J) 2. review, analyse, consolidate, and synthesise knowledge relevant to professional practice in special education of students with problem behaviour (K, T) 3. generate creative solutions to complex educational problems, particularly those related to behaviour difficulties (P, J) 4. think critically and generate and evaluate complex ideas relevant to special education policy and practice for students with problem behaviour (K, T, P, J) 5. effectively communicate an understanding of theoretical concepts relevant to special education policy and practice for students with problem behaviour to a variety of audiences, including parents and professionals (C, K, E, J) 6. make high-level and independent judgements in the areas of assessment, curriculum and instruction in special education for students with problem behaviour (J, K, P) 7. initiate, plan, implement and evaluate strategies for assessment, curriculum and instruction in special education for students with problem behaviour, with professional responsibility and accountability (K, T, P,J). |
| Learning and Teaching Methods | Throughout this program you will be encouraged to build on your existing skills and knowledge in general education or therapy practice. You will develop both practical skills and capabilities in, and knowledge and an understanding of, the design and selection of curriculum, teaching and assessment strategies, particularly for students with problem behaviour. You will develop specific expertise in the selection and design of practices to improve student behaviour and general classroom management. As the course progresses you will develop an awareness of evidence-based practice, particularly related to students with problem behaviour. You will be provided with live or on-line seminars that will include the presentation of course content, with video recordings of students in real settings. Seminars include individual and collaborative small group activities to enable you to receive feedback as you practise essential skills and build an understanding of the principles of effective pedagogy, particularly for students with behaviour problems. You will be provided with readings to build your awareness of research-based practice for students with problem behaviour. You will participate in on-line discussion with your peers to refine your skills and understanding and to exchange views on general special education practices and practices particularly for students with problem behaviour. On-line quizzes will be available for you to monitor your own learning. You will have the opportunity to put theory in to practice during supervised professional experience placements linked to key units. Your experiences in these units will build your capacity to communicate about special education policy and practices, particularly in the area of problem behaviour and classroom management to a variety of audiences including your peers, families, other teachers and teacher assistants. All assessment tasks will require you to demonstrate an understanding of principles and an ability to review, analyse, consolidate and synthesise knowledge relevant to professional practice for students with special education needs and specifically for those with problem behaviour in order to problem-solve across a range of hypothetical and real scenarios. |
| Assessment | You will complete a range of assessment across the units depending on the outcomes being assessed. Assessments do not typically address rote knowledge but will require you to demonstrate practical application of knowledge and skills to clinical scenarios. Both the progressive nature of assessment, and the structure of most of the assessment tasks is designed to encourage you to view the assessment as a learning experience as well as providing unit staff with an indication of your understanding of key concepts central to the practice of special education and to practices specifically directed at students with problem behaviour. For this purpose, problem solving exercises are employed. In addition, practicum provides supervised experience where you can demonstrate your efficacy in applying concepts addressed in the course to teaching practice as well as demonstrate appropriate professional responsibility. A variety of assignment formats are employed to allow you to develop and demonstrate your ability to think critically and demonstrate independent judgement when making decisions about the education of students with problem behaviour. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The Grad Cert in Behaviour Support Teaching provides additional skills and knowledge for teachers and other professionals who work with people with problem behaviour. It includes practicum experiences as part of SPED821 and SPED822. Students completing this course will receive credit for three units in the Grad Dip in Special Education and for all units in the Master of Special Education. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements