Master of Learning Intervention graduate, Stacey Bilchouris, shares how her dream of studying at the University of Melbourne led to a fulfilling role as a Learning Specialist in Disability Inclusion—where collaboration, compassion, and evidence-based practice drive meaningful change for students with diverse needs.
1.What course did you study at the Faculty of Education (then MGSE)?
Master of Learning Intervention (Disability).
2.What do you remember fondly from your time there?
Attending the University of Melbourne was truly a dream come true for me. I had admired the university since a high school excursion, so starting my studies there felt like a “pinch me” moment. My first two years involved face-to-face weekend classes, which I found inspiring as I built on my existing knowledge of education and disability from my undergraduate degrees and teaching experience. When the learning became an online focus during Covid-19, it was an adjustment, but I appreciated the continued high quality of teaching and the strong support from staff, both with coursework and during placements. Looking back, I feel incredibly grateful for the opportunities and professional pathways my time at the University of Melbourne has opened for me post-graduation.
3.What do you love most about your current role?
In my current role as a Learning Specialist in Disability Inclusion at a special school, I deeply value the opportunity to work closely with both students and our multidisciplinary team. I am passionate about ensuring that meaningful adjustments are consistently implemented to best support each student’s unique needs. I also find attending funding meetings incredibly rewarding and uplifting, as they provide a chance to collaborate with families and staff, celebrate the supports already in place, and focus on how we can continue empowering each student to thrive and reach their full potential.
4.What helped you most as a graduate teacher when you first started out?
As a graduate teacher, I entered the profession with strong knowledge of evidence-based practices and a genuine eagerness to implement them. What helped me most was finding an inclusive school that viewed students holistically and valued research-driven approaches. I made it a priority to ask questions, observe experienced colleagues, and seek constructive feedback to refine my own teaching practice. I also learned the importance of organisation and time management—using a diary or planner to track assessment tasks, reporting deadlines, and upcoming priorities. Equally, having a supportive network outside of work and maintaining a healthy work-life balance was vital, allowing me to recharge and bring my best self to the classroom.
5.What advice can you give current students about how they approach placement?
I enjoyed all my placements because I viewed them as valuable opportunities to grow professionally and to actively seek constructive feedback. During my Master of Learning Intervention placements, I already had teaching experience in both mainstream and special education settings, but I treated each placement as a chance to learn new approaches, build rapport with students of different ages, and develop strategies for engaging and connecting with learners outside my usual primary school context, particularly with secondary students. My advice would be to contact the school early to introduce yourself and find out who your mentor will be. If possible, arrange a visit before placement begins to observe classes, meet your mentor, and connect with the students. Take time to learn about the programs, approaches, or frameworks used by the school so you can come prepared. Most importantly, ask plenty of questions, observe how staff interact with students, and be open and willing to take on feedback—it’s one of the most powerful tools for growth.
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