The Victorian Government is offering fully funded Master’s scholarships for eligible teachers and regional staff who support students with disability and additional learning needs.
The Master of Inclusive Education program(opens in a new window) has been established by the Department to increase the number of qualified practitioners specialising in inclusive education. Teachers interested in qualifying as a Teacher of the Deaf(opens in a new window) may be eligible to apply for a fully paid scholarship to complete one of the Master's degrees listed below.
Courses supported by the scholarships
- These scholarships cover a range of courses for teachers and regional staff, from graduate certificates to master's level study:
- University of Newcastle – Master of Special and Inclusive Education, Deaf Studies & Deaf Education
- University of Melbourne – Master of Learning Intervention, Deaf Education
- Macquarie University – Master of Disability Studies, Deaf Education
- Graduate Certificate in Inclusive Education –practical qualification for immediate classroom impact
The Master of Inclusive Education(opens in a new window) initiative aims to deepen the disciplinary knowledge and pedagogical practice of teachers and regional workforces, so they have the skills, expertise, and confidence to meet the needs of students with disability and additional learning needs or learning difficulties.
Application rounds run in Term 1 each year. Please refer to the links above for important information regarding courses on offer and application round opening dates.
Who should apply
Victorian teachers and regional staff who want to:
- Build specialist capability in inclusive education
- Support students with disability more effectively
- Strengthen inclusive practice across their school or region
- Translate professional learning into real classroom outcomes
What you'll learn and the impact you'll make
- Understand how students experience learning – apply insights about listening, language, and classroom dynamics so every lesson reaches every learner.
- Spot hidden barriers to learning –recognise challenges like auditory fatigue or gaps in early language exposure and remove obstacles before they affect engagement.
- Turn access into inclusion – move beyond ’support’ to create classrooms that are fully accessible, empowering, and inclusive.
- Teach literacy and communication confidently – whether students use spoken language, Auslan, or both, enable them to thrive academically and socially.
- Interpret behaviour through an access lens – respond in ways that improve engagement, understanding, and belonging.
- Collaborate for real impact – work with Deaf community members, audiologists, speech pathologists, and families to improve daily learning experiences.
For more information and to submit your application, visit:
Updated