Master of Inclusive Education Program

Course: Master of Education (Inclusive Practice)

Course: Master of Specialist Inclusive Education

Course: Master of Education (Inclusion and Diversity)

Course: Master of Disability Studies

Course: Master of Applied Behaviour Analysis                                                                     

Course: Master of Inclusive Education

Course: Master of Learning Intervention Stream A

Course: Master of Special and Inclusive Education

Melane Karlsson - Mount Duneed Regional Primary School (SWVR)

For Melane Karlsson, the benefit of studying a Master of Specialist and Inclusive Education at Deakin University through the scholarship program was clear long before she finished the course.

“With almost all the assignments, I was able to relate the theory back to practices in the classroom,” says Melane, a teacher at Mount Duneed Regional Primary School. “Studying (at Deakin) drove my thinking and my experimenting and pushed me that little bit harder to do better for the kids.”

She gives the example of an offhand comment from a young student who was struggling. “He said to me, ‘You know what Miss Karlsson, you know what you could do? You could just write it down for me – that would really help’.”

This feedback prompted Melane to develop a new approach, with more explicit written instruction, that Melane says has helped learners at all levels. “If I wasn’t doing the Master’s, I might have just let that comment fly,” she says.

For her final practicum, she sought to address another problem. “We had several students with complex needs along with many other students who had been identified as having a disability and learning challenges … As part of my project, I conducted ‘learning walks’ across the unit and brought back the data to analyse with my professional learning community.

“We found we were really good at differentiating in maths and reading, but when it came to writing, we either set the bar high, or low – it was very superficial.” The team developed a structure and practice that allowed them to better understand children’s needs and to work in small groups, as they did in reading, across different classes, combined with a range of other strategies for engagement “at their point of need”.

Since completing her course, Melane has been appointed Inclusion Leading Teaching, working four days in the classroom, and devoting the fifth to refining and improving school-wide processes.

“Melane has worked from the beginning of her Master’s to develop a culture where inclusion is not seen as an additional or extra part of our work, but instead simply our work,” says Shaun Haberfield, Principal of Mount Duneed Regional Primary School. “While the challenge is ongoing, the impact this attitude shift has already had on students across our school has been significant … I have no doubt that Melane’s engagement in the Master of Inclusive Education program has played a major role.”

Melane adds that support from her principal and school was “never in question” and that the online course was thorough and well-structured, and allowed her to balance work, study and family.

“It confirmed me in some of my practices, but really pushed me to develop as well as a teacher. There’s no longer an ‘average’ that we just work around – inclusive education is the way things are going, and I’m so glad I can help support students better through what I’ve learned.”

Stephanie Viavatenne – Hume Valley School (NWVR)

Stephanie Viavattene says she felt “more confident and knowledgeable” after completing her Master’s through the scholarship program.

“Even with COVID lockdowns in between, the course confirmed in me what I had been doing over the years, gave me new strategies and really strengthened my teaching philosophy,” says Stephanie, who completed a Master of Special Education at La Trobe University, with course fees covered by the Department.

Stephanie first became interested in inclusive and special education while on a placement for her bachelor’s degree in mainstream P–12 education six years ago.

“I did a placement at Hume Valley School, a P–12 school catering for students with mild intellectual disability. Even though I’m not special-ed trained, I just fell in love with the school and have been there ever since.

“I was really impressed by the way the students were all settled and doing their own program in their own way. The kids were all so different, and the program was so well differentiated to meet their needs.”

While completing her Master’s, Stephanie continued in her role as a classroom teacher for the junior sub-school (ages 5 to 8) and subsequently added professional learning community leader to her duties. Principal Diane Bassett says that as a PLC leader, Stephanie “has supported collective teacher efficacy across the school, leading inquiry into student data to inform teaching practice, and resulting in improved student outcomes”.

Stephanie has also continued to provide individualised learning for her diverse students, and says she benefitted in particular from the material in her course covering autism. “Many of the strategies were things we already do, but there were several strategies that were new and interesting; for example, ways to try to communicate with non-verbal students before we use visuals – known as ‘pre-visuals’.”

She adds: “I am a strong believer that all students can learn no matter what the circumstances … I would encourage more mainstream teachers in particular to apply for the scholarship program, as no matter where you end up working, there will likely be a child with a disability in your classroom. It is so important to know how to support them – alongside all your other students – and help them to feel they have a place and belong.”

Nathan De Goldi – Eastwood Primary School (NEVR)

Specialisation: (Deaf and hard of hearing)

Nathan De Goldi was already fluent in AUSLAN and working provisionally as a Teacher of the Deaf when he secured a place in the Inclusive Education program and enrolled in the Master of Disability Studies at Macquarie University.

But he strongly encourages others with less experience to apply for the program and consider the Macquarie University’s deaf and hard of hearing specialisation, which includes an AUSLAN component. “I have a deaf parent, so I’ve always had that soft side for working with deaf children,” says Nathan. “But the course is great for people without my background too. You’ll understand a broader range of students and their goals and challenges. You’ll also learn about the anatomy of the ear, and the different ways students pick up speech and become literate.”

Nathan teaches at Eastwood Primary School and Deaf Facility, where children who are deaf or hard of hearing are taught alongside their peers, with the opportunity for separate specialist sessions at the deaf facility as needed.

“At our school, AUSLAN is the LOTE. All students come in to prep learning AUSLAN, and interpreters are present at assemblies and whole-school events … Our school is very inclusive, to the point where the other students don’t see the deaf students as different. They just see another little friend for them to play with.”

In Victoria, Teachers of the Deaf (TODs) are qualified teachers who have undertaken further training to teach children with hearing loss. Nathan explains that strong demand for TODs meant he was taken on with the understanding he would work towards a formal qualification.

Nathan not only gained his qualification, but a firm theoretical grounding and confidence to help upskill classroom teachers. “Professional development is implemented across the school covering various aspects to having a deaf or hard-of-hearing student in your class … They’re not just the ‘cute signing kid’. There’s a lot of diversity too in terms of their level of hearing loss, how oral they are and their family’s approach.

“We look at things such as how to modify work to assist with literacy, especially when phonics is not an option. And other aspects of learning too, like mental health and wellbeing … It’s a beautiful school to work at and a great job to have.”

Jacqui Gulliver - Melton South Primary School (SWVR)

Specialisation: (Sensory disability)

A primary teacher for 13 years, Jaqueline Gulliver says studying for a Master of Disability Studies at Macquarie University was stimulating, both professionally and personally.

“I found it really refreshing and motivating,” says Jacquie. “There was so much in the course that was really interesting . . . Study part-time, if you’re working, and drink it in, because it’s a deep well.”

Jacquie says the Department’s Master of Inclusive Education program, which covers recipients’ course fees, helped her overcome the financial barrier to study.

She says she particularly enjoyed having access to journals and current research. “It was the ‘how’s’ as well as the ‘whys’ – the latest information about what works, and the evidence behind it – which drives home its importance.”

Midway through her studies, Jacquie was appointed team leader for Year 5 and 6 at her school, Melton Primary School. She says the course has enhanced her conversations with her team and with other staff, and has also sharpened her own practice.

“I’m a footy person, so I like to call them the ‘1 per centers’: small things that I’ve changed that have made a huge difference for a child, and quite often for the other children in the class too,” Jacquie says. “As a team, we look at the data, but also try to think outside the box, and I’ve been sharing my learning in that context too.”

Jacquie has an adult brother who uses a wheelchair and is mentally disabled. “For the first few years of his life, he went to a normal school, and wasn’t particularly well catered for,” she says. “That’s where my passion for inclusion started.”

Jacquie is also proud to be a woman with autism – something that is not immediately evident to others, but that made life tough for her too as a child.

“Little-girl me struggled, and I don’t want other kids to go through that,” she says. “To see the world in a different way can be an advantage … We just need more people with the knowledge, skills and confidence to create a supportive environment – academically, mentally and socially. And that actually benefits everyone in the classroom.”

Angie Soleman – SSS Social Worker (SEVR)

For some of the students Angie Soleman works with, school is the only place they feel a strong sense of connection and belonging.

“That’s why it’s so important to support all students within inclusive education,” she says. “If you can find a way to include everyone, in a way that works for the school, it helps everyone – and for some kids, it can change their whole world around.”

Angie, with a background in psychology and early intervention, was awarded a place in the Master of Inclusive Education program, choosing the Master of Applied Behaviour Analysis at Monash University to expand her knowledge and skills as a behaviour analyst – and to support others to do the same.

She now works as part of a specialist behaviour support team for the Bayside Peninsula Region, covering about 165 schools spanning Portsea to Port Melbourne, and leads the upskilling of Student Support Services on behaviour and inclusion.

“Early in my career, working in early intervention, I’d hear things like, ‘Oh, they just don’t like playing with other kids,’ and 99 per cent of the time, that’s so far from the truth. Then I’d see how happy they could be with the right support – working in class or going on an excursion or playing a game of ‘big bad wolf’. I think that’s where my passion for inclusion comes from – seeing the difference evidence-based intervention can make.”

“Completing the course has led to more opportunities for me, and the learning I’ve collected has been widely shared and continues to be shared across our region. Monash was fantastic – I did the whole thing remote from home, and it was really well put-together and up-to-date.”

Since completing the course, Angie has conducted eight webinars on key topics, from data collection to defining and prioritising behaviours of concern. She consults with staff and schools on broad and individual student concerns, and also provides direct ‘on-the-ground’ intervention.

“For example, we worked with a child who’s functionally deaf. So we made sure everything was accessible visually, including having a visual schedule for the day, and a task timer … Or we discovered that a boy was working at a much higher level at home than he is at school, and we got someone from the home to come in and show us, so we could unpack that and learn what works for him.”

In both cases, the students were more capable than schools had realised, and are now “much happier”, accessing the full curriculum and having work pitched at their level. “Schools are doing really well, but having that support and guidance can make such a big difference, for teachers and for the kids,” Angie says.

Troy Strybosch - Phoenix P-12 Community College (SWVR)

Troy Strybosch has spent his career trying to engage and include students who might otherwise miss out on a high-quality education. “My passion is really trying to crack the code to engage and genuinely include all students … I enjoy looking at education from different angles.”

Troy has worked in a range of alternative schools settings, including teaching at a cultural school in New Zealand, teaching primary and secondary school classroom and inclusion programs, and leading a community VCAL program. He spent time as a DET Navigator Co-ordinator and is currently Engagement Officer across five Ballarat secondary schools.

“I jumped at the opportunity to study for a Master’s that would allow me to unpack further what kids are going through, and to expand my knowledge,” says Troy, who completed a Master of Applied Behaviour Analysis at Monash University, with course fees covered by the Department’s program.

Troy says he’s been able to share what he has learnt most effectively in small group support settings, often focusing on individual students. He also has given professional development presentations to different teams across numerous schools and community organisations.

Karen Snibson, principal of Ballarat’s Phoenix P–12 Community College, says Troy’s role is unique, and has recently expanded to encompass inclusion as well as engagement.

“We have benefitted from having Troy as a student and recipient of the Master of Inclusive Education program,” she says. “He has worked hard to help us identify new strategies for inclusion, especially for our older students who have struggled during periods of flexible and remote learning during COVID.”

Troy has recently won a place in the Department’s clinical supervision program, allowing him to complete defined practical experience in behaviour analysis, a key component to certification as a Board Certified Behaviour Analyst.

“The more I know, the more I realise how much I’ve left to learn!” says Troy, who has also studied mental health, special education (teaching students with autism) and boys’ literacy education at post-graduate level.

He strongly encourages those with an interest in inclusion to apply for the Master of Inclusive Education program. “Don’t hold back – just do it,” he says. “To have your course fees covered and study such eye-opening stuff is so valuable, and so rewarding.”

Emma Johnston - St Georges Road Primary School Shepparton (NEVR)

Specialisation: (Specific Learning Difficulties)

A teacher for more than 20 years, Emma Johnston was worried she wasn’t “match fit” for studying at university again. But her fears were unfounded: her university’s academic skills unit was “a fantastic support” and she relished the experience of study.

“I really enjoyed being a student again – letting someone else take the reins, while I drink it all in!” says Emma, who did a Master of Learning Intervention at the University of Melbourne, specialising in learning difficulties.

“I wanted to improve my understanding of how to teach reading to secondary students who clearly had significant difficulties with reading, especially dyslexia. My TESOL background was an asset, but as a secondary-trained mainstream English teacher I had never learnt how to teach reading to students with learning difficulties, or how to teach the fundamentals of reading.”

She says one of the most important things she learnt was how to effectively plan an intervention for a student (of any background), including rigorous testing, planning, evaluating and goal-setting.

“I feel better as a teacher; I feel I’m on more solid ground,” Emma says. “My students know and are happy that I can see their strengths, and I capitalise on that. At the same time, I’ve a solid plan to help them improve in areas they’re not as strong in.”

Formerly a mainstream teacher, Emma now works at the Shepparton English Language Centre, which offers an intensive program for students newly arrived in Australia with a language background other than English. The school works hard to ensure students feel welcomed and settled, adjust to Australian classroom culture, and learn about the local community.

As well as applying what she learnt through her course in her classes with secondary students, Emma has been appointed Curriculum Coordinator. This includes streamlining the centre’s processes and reviewing its curriculum, including to enhance inclusion.

She’s also part of a team at the centre teaching local mainstream schools how to better cater for students with a language background other than English. And, together with another Master of Inclusive Education program recipient, she is undertaking more training to deliver a licensed English as an Additional Language course for mainstream teachers across the region.

“The course has given me the confidence to share what I know with others, and has been a way to really get on top of what’s out there in terms of education research and to apply it confidently. I strongly recommend the course and the scholarship program generally.”

Carol Sheppard - Warragul and District Specialist School (SEVR)

Specialisation: Emotional Disturbance/Behaviour Problems

Carol Sheppard’s reason for applying for the Master of Inclusive Education Program was simple. “I wanted to help my students to be able to achieve their full potential.”

A teacher with 20 years’ experience, Carol works at Warragul and District Specialist School. She already held a Master’s in Psychology, but said she applied to expand her knowledge and find new ways to reach students, particularly those who are non-verbal.

“We have a lot of diversity, across our classrooms, and across the school. My specialisation through my first Master’s degree is with the behavioural side of things, but I wanted to see if I could find new ways to reach some of my students.”

Carol won a place and studied for a Master of Special and Inclusive Education at the University of Newcastle. She says the course not only helped her consolidate and update her prior learning, but gave her a “much firmer footing” in terms of understanding and communicating with students with autism.

“I discovered different ways of getting in there and understanding,” she says. “The course also reinforced for me the importance of the child’s support network. There’s a big cohort of people, and knowing how to work together effectively really makes a difference.”

Carol says her placements were excellent, helping her to “see how others do things, then transfer this back to the classroom”. She also enjoyed the units on dyslexia and literacy. “I’ve brought more phonics now into the classroom and have been able to start the reading process with some of the students.”

Principal Matt Hyde confirms that Carol’s practices have “strengthened considerably” since she completed the course. He adds that through her contributions to PLC discussions, “school-based and classroom based practices have been questioned, challenged and strengthened”.

Carol says she also enjoyed collaborating with teachers in her course, who came from different states and school systems. “It was so interesting and helpful to learn about everyone’s experiences and approaches. We worked together really closely: I miss that now!”

While Carol says her particular course was excellent, she recommends that applicants to the program “understand where their interests lie and choose a course that fits them”. She adds: “There’s a lot to learn out there, and it really will open your mind to other ideas and approaches.”

James Ginnivan – Weeroona College Bendigo (NWVR)

Specialisation: General Special Education

James Ginnivan's Master's has helped him unite two passions – inclusive education and IT. This has not only enhanced his teaching practice but has allowed him to lead and implement significant school-wide reforms at Weeroona College Bendigo, where he is coordinator of the Program for Students with Disabilities.

"The course highlighted for me not only the evidence and research about the best ways to support different students, but also how we don't really make the most of the technology that's out there to achieve this," James says.

Since completing his course, funded by the Inclusive Education scholarship program, James has trained other teachers to use collaborative platforms, so they can confidently create and work together on shared documents for students. This includes secure and up-to-date communications with external agencies.

"It means everyone's on the same page, and there's buy-in by all about the thinking and the planning we do for students," James says.

Having cemented these skills, James is now helping teachers and students to access the wealth of assistive technology built into platforms such as Office 365, with great success. He's also been a champion of critical analysis in student assessment.

"Such steps have allowed for improved whole-of-school practice for a comprehensive and coordinated approach to Individual Education Plans," says Principal Jason Bysouth. "As a direct result of James's role and expertise in this area, there has been a significant change to school practice and attitude towards inclusive practice – the most significant being the way planning and tracking students occurs along with raising the profile of these students."

James says he has also adapted his teaching practice, as information technology and physical education teacher, as a result of his studies. "It's sharpened my own practice too, in terms of breaking down and scaffolding lessons, and I'm also more focused on making sure all students show evidence of their understanding, whatever level they're at."

He says while balancing study, work and family was challenging, his school and the University of Newcastle were flexible and supportive. He undertook the more general course, rather than a specialist stream, and particularly liked the technology and augmented communications discussions.

"I feel really on top of the components of inclusive education, and I'd like to keep pushing myself. Seeing the self-worth and the self-esteem (of students) start to build up through supportive intervention strategies, it's great. I'd expect to continue to put into practice all aspects of the course – including in any further leadership opportunities that come up."