|Fees||Look up fees|
This subject comprises the second part of the compulsory [AQF] Capstone experience for the Master of Learning Intervention (MLI) course encompassing the three separate specialties of Hearing Impairment (HI) Specific Learning Difficulties (SLD) and Disability (D)
The subject will deepen students’ knowledge of various conventions and innovations in educational research across the three specialties. Through collaborative workshops, students will explore issues in the design of a research project, data collection/analysis, and reporting findings in written and verbal forms. Using conclusions and future directions drawn from the researching of educational practice (REP), ethical issues with practitioner research, using literature, and classifying research by purpose and method from Learning Intervention 1, improving educational outcomes for students with disabilities, specific learning difficulties or hearing impairment will be further advanced.
Students will implement these conventions and innovations when undertaking their second 15 day practicum placement in an educational setting in which students with disabilities, specific learning difficulties or hearing impairment are accommodated. They will then have the opportunity to engage in directed observation and interaction with students, refining skills in planning, implementing and evaluating educational interventions.
Students will produce an extensive case study and intervention plan developed after a continuous process of assessment, data collections within ethical approval, intervention and evaluation with a child/student with disabilities, specific learning difficulties or hearing impairment in areas such as language, literacy, mental health/well-being, thinking and learning, exceptionality, behavioural interactions and/or audiology.
Students will produce a capstone report in the style of a journal article.
Intended learning outcomes
On completion of this subject, students should be able demonstrate deepening practical skills in their:
- Knowledge of disability and impairment;
- Use of behavioural interaction strategies;
- Implementation of theoretical constructs from the course to the assessment, planning and application that underpins contemporary intervention practice;
- Development of supportive student relationships that are appropriate and value communication and learning;
- Ability to evaluate individualised intervention plans for HI, SLD or disabled students of varying ages, degrees of severity and stages of development;
- Selection and application of empirically validated specialised pedagogy within the wider curriculum of the setting via the interpretation of data;
- Collaboration and communication with staff, parents and allied professionals;
- Management of specialised technological equipment where appropriate.
On completion of this subject, students should be able demonstrate deepening research application skills by:
- Carrying out a substantial research based project
- Demonstrating reasoned ethical judgment regarding issues associated with practitioner research
- Synthesising, critically evaluating, unifying and using diverse research findings to advance learning intervention theory and practice;
- Demonstrating a commitment to deepening knowledge and refining practice to improve educational outcomes for HI/SLD/D students;
- Demonstrating an ability to gather information on learning using a range of formal and informal tools;
- Demonstrating the ability to develop intervention plans and supporting documents based on carefully reasoned and appropriately documented decisions using appropriate research methods.
On completion of this subject, students should be able to:
- Use advanced techniques to observe and assess students with disability, specific learning difficulties or hearing impairment;
- Apply suitable research skills to address a data driven research question;
- Demonstrate a capacity to communicate research results clearly, comprehensively and persuasively;
- Undertake research independently;
- Demonstrate the capacity to apply the principles of evidence informed practices across broad contexts;
- Apply principles of leadership and collaboration across a range of professional settings.
Last updated: 6 December 2019