Master of Inclusive Education Program

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.’

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.’

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.’