University of New England UNE

Bachelor of Special and Inclusive Education (Primary)

University of New England UNE

Type of institution: University/Higher Education Institution
Level: Undergraduate
CRICOS: 00003G

Special and inclusive education is rapidly evolving, and with it the demand for specialists in the field is larger than ever. UNE’s Bachelor of Special and Inclusive Education (Primary) equips you with the knowledge and practical skills to become a sought-after teacher who makes a valued and rewarding contribution to children’s abilities and development. Create an open and supportive learning environment to engage students with diverse needs and make a real difference in primary schools by helping children develop, grow, and build their confidence.

Structure

32 units (192 credit points)

Subjects

  • Education-special
  • Education-primary
  • Disability studies

Standard entry requirements

You are currently studying Year 12 (school or TAFE) or have done so within the past 2 years.

Recognition

NSW Education Standards Authority (NESA). Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the NSW Education Standards Authority (NESA) guidelines, under the Australian Institute for Teaching and School Leadership framework for teacher registration.

Study pathways

Students may be eligible for credit (advanced standing) for previously completed studies. An exit pathway is available for eligible students.

Study information

CampusFeesEntryMid year intakeAttendance
Online Campus International: $107,520
  • ATAR: 77.10
No
  • Full-time : 4 years
  • Part-time : 10 years
  • Online/Off-campus : 4 years
UNE Armidale (main campus) International: $107,520
  • ATAR: 77.10
No
  • Full-time : 4 years
  • Part-time : 10 years

Further information

Students undertaking Professional Experience placement must complete a Working with Children Check, Child Protection Awareness Training, and complete an approved Anaphylaxis Management training program.

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