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Exceptionality:Assessment & Intervention (EDUC90223)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1
Overview
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This subject provides relevant information to enable educational psychologists to work with children and adolescents with exceptional needs in regard to identification of exceptionality and appropriate assistance. This includes current policies and practices in regard to assessment, interventions, and recommendations to parents and other professionals working with these individuals. The subject is concerned with the full range of exceptionality, which includes a comprehensive range of disabilities and the related genetic origins, psychopathology and psychopharmacology as appropriate. An examination of key concepts for those with exceptionality is undertaken which includes definitions, characteristics, symptoms, and likely developmental consequences. Psychological aspects and issues arising from the identification of such individuals are considered in the context of current government policies of inclusion and research-based educational theories. Particular emphasis is placed on assessment, program implications, service delivery, and support in meeting the developmental needs of these individuals. The role of the educational psychologist when working with exceptional individuals, their parents, and multidisciplinary teams is explored.
Intended learning outcomes
It is anticipated that trainee psychologists who complete this subject would be able to apply their knowledge of individuals with exceptional needs in their professional practice as educational psychologists.
The content of the subject has a practical focus on the diagnosis of the most commonly encountered types of exceptionality found in individuals undertaking education.
At the completion of this subject it would be expected that the trainee psychologists would be able to provide evidence based recommendations to teachers and parents of the students with exceptional needs and be aware of government polices applicable to these individuals.
It is expected that the trainee psychologist would have a full understanding of the funding criteria to enable them to source and complete applications.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
Written assignments of not more than 5,000 words (100 per cent).
- Written assignment 1 is due mid-semester (50%)
- Written assignment 2 is due end of semester (50%)
A minimum pass grade is required in both assignment tasks.
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- Semester 1
Coordinator Georgia Dawson Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 4 March 2019 to 2 June 2019 Last self-enrol date 15 March 2019 Census date 31 March 2019 Last date to withdraw without fail 10 May 2019 Assessment period ends 28 June 2019 Semester 1 contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Flanagan, D.P., & Alfonso, V.C. (2011). Essentials of Specific Learning Disability identification. New Jersey: Wiley. ISBN: 978-0-470-58760-7
Pennington, B.F. (2009). Diagnosing Learning Disorders (Second Edition). New York: Guilford. ISBN: 978-1-59385-714-1
Wendling, B.J., & Mather, N. (2009). Essentials of Evidence-Based Academic Interventions. New Jersey: Wiley. ISBN: 978-0-470-20632-4Recommended texts and other resources
American Psychiatric Association (2013), Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. APA.
Frick, P.J., Barry, C.T., & Kamphaus, R.W. (2010). Clinical Assessment of Child and Adolescent Personality and Behaviour (Third Edition). New York: Springer. ISBN: 978-0-387-89642-7 - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Educational Psychology/Doctor of Philosophy Course Master of Educational Psychology - Links to additional information
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024