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Master of Education (Specific Learning Difficulties) (960SL) // Attributes, outcomes and skills
You’re currently viewing the 2017 version of this course
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Coordinator
Associate Professor John Munro
Contact
Currently enrolled students:
- Contact Stop 1
- General information: https://ask.unimelb.edu.au
Future students:
- The last intake to this course was in 2014, from 2015 please refer to the Master of Learning Intervention MC-LI.
Professional accreditation
Graduates of this course will be recognised by the Victorian Institute of Teaching (VIT) as a special education teacher. Qualified teachers who complete this course can work as a teacher in an early intervention setting or a special school, or as a specialist in a regular school.
Intended learning outcomes
Students completing the Master of Education (Specific Learning Difficulties) should be able to:
- critically analyze and evaluate the learning processes (cognitive, affective, connative and socio-cultural) involved in literacy and numeracy learning and developmental trends to acquiring this knowledge, evaluate assumptions, practices and procedures used learning disabilities in terms of current theories of cognitive processing, cognitive development and learning;
- identify the causes of different types specific learning difficulties in these areas;
- use and evaluate a range of contemporary procedures for diagnosing and reporting literacy and numeracy difficulties that are supported by current research in learningand educational psychology;
- use an integrated teaching framework that accommodates that learning characteristics of students who have specific literacy and numeracy learning difficulties , develop and implement relevant intervention and instructional procedures that are supported by current research in learningand educational psychology;
- identify the characteristics of successful literacy and numeracy intervention programs, identify and select empirically validated teaching practices for these students;
- use an integrated model of classroom pedagogic practice to design and implement targeted clinical intervention programs;
- evaluate and analyze the effectiveness of literacy and numeracy education programs intended for use with students who have learning difficulties in these areas and modify them to match individual ways of learning;
- develop and implement education programmes that are supported by current research;
Last updated: 10 February 2024