Edith Cowan University’s (ECU) School of Education (SoEd) strongly supports the rights of all people who wish to pursue an undergraduate course in initial teacher education at the SoEd to achieve their potential and career objectives. The School is committed to making reasonable adjustments to teaching and learning, assessment, professional experience and other activities to address the impact of students' disabilities so that they are able to participate in their course.
The study and practice of teaching requires respect for diversity, knowledge of theories, legislation, policies and procedures, effective communication, inter-personal, critical thinking and problem solving skills and stamina, to work effectively with children/young people, their families and communities.
Completing a pre-registration course in teacher education enables you to apply for Teacher Registration Board registration in Western Australia.
Course Accreditation and the Standards for Graduate Teachers require the successful completion of a prescribed minimum amount of professional experience in a variety of contexts.
Students, therefore, are required to undertake learning activities over the duration of their course in a range of diverse and complex education and community settings, in diverse environments, which reflect Australian social and educational contexts.
The inherent requirements outlined below provide a guide for students and staff when deciding whether an individual is able to meet these requirements and the type of reasonable adjustments that could be put in place to allow them to complete the course without compromising the academic integrity of the course.
The School is committed to making reasonable adjustments to teaching and learning, assessment, practicum placements and other activities to enable students to participate in their course. Reasonable adjustments must not fundamentally change the nature of the inherent requirement. Students are required to undertake activities which reflect the guidelines as outlined by Australian Institute of Teaching and School Leadership (AITSL). For further information, contact the Associate Dean of your relevant discipline.
The statements are clustered under eight domains consisting of ethical behaviour, behavioural and emotional stability, legal, communication, cognition, sensory abilities, strength and mobility, and sustainable performance.
How to read the Inherent Requirement statements
If you are intending to enrol in an initial teacher registration course with the ECU School of Education, you should look at these Inherent Requirement statements and think about whether you may experience challenges in meeting these requirements.
If you think you may experience challenges in meeting these requirements for any reason, you should discuss your concerns with the coordinator of the course you want to apply for/enrol in or the ECU Student Equity, Diversity and Disability Service. These staff can help you determine reasonable adjustments to assist you to meet the Inherent Requirements. In cases where it is determined that the Inherent Requirements cannot be met with reasonable adjustments, guidance will be provided regarding other study options.
The Inherent Requirements are made up of the following five components and domains:
- Level 1 – introduction to the Inherent Requirement
- Level 2 – description of the Inherent Requirement
- Level 3 – explanation of why this is an Inherent Requirement of pre-registration
- Level 4 – the nature of any adjustments that may be made to help you meet the Requirement
- Level 5 – examples of tasks that show you have met the Requirement. These are examples only and are not a comprehensive list.
This content has been reproduced and modified based on materials published by the University of Western Sydney: Inherent Requirements © University of Western Sydney is licensed under a Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence.
Acknowledgement: Johnson, A., Allan,T., Phillips,K., Azzopardi,T., Dickson,C., Goldsmith,M & Hengstberger-Sims, C. (2011). Inherent Requirements of Nursing Education (IRONE), University of Western Sydney (UWS) School of Nursing & Midwifery and UWS Student Equity & Disability Services, used to form the UWS Inherent Requirements
All subsequent dealings with this work pursuant to the Creative Commons Attribution-Non Commercial Share Alike 4.0 International licence must contain the same form of attribution as above and acknowledge Edith Cowan University School of Education.