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Learning Intervention 1 (EDUC90845)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
July
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | February July |
---|---|
Fees | Look up fees |
This subject comprises the first 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).
This subject will introduce students to various approaches in educational research across the three specialties. This will include a focus on the use of research to inform and improve education practice for students with disabilities, specific learning difficulties or hearing impairment. It will be structured around an investigation of several major methodologies used in such research, researching educational practice (REP), ethical issues with practitioner research, using literature, and classifying research by purpose and method.
Students will complete a literature review and an extensive case study developed after a continuous process of assessment, data collection within ethics 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 audiology.
Students will complete a literature review and an extensive case study developed after a continuous process of assessment, 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 audiology.
Please note: HI Students who do not have competence in Auslan are expected to successfully complete Module 1 of Auslan Certificate 2 (or equivalent) as a prerequisite prior to enrolment in this subject. Auslan courses are offered at a number of TAFE colleges (or equivalent) nationally.
Intended learning outcomes
On completion of this subject, students should be able to:
- Carry out a substantial research based project
- Demonstrate an understanding of the ethical issues associated with practitioner research
- Synthesise, critically evaluate, unify and use diverse research findings from different to advance learning intervention theory and practice;
- Demonstrate an ability to implement the theoretical constructs in the course to the assessment, planning and implementation underpinning contemporary intervention practice;
- Demonstrate a commitment to deepening knowledge and refining practice to improve educational outcomes for HI/SLD/D students;
- Demonstrate an ability to gather information on student’s learning using a range of formal and informal tools;
- Demonstrate the ability to synthesise and interpret data that informs selection of empirically validated pedagogy;
- Demonstrate the ability to develop intervention plans and supporting documents based on carefully reasoned and appropriately documented decisions using appropriate research methods;
- Demonstrate an ability to evaluate individualised intervention plans for HI, SLD or disabled students of varying ages, degrees of severity and stages of development;
- Demonstrate an understanding of specialised technological equipment where appropriate
Generic skills
On completion of this subject, students should be able to:
- Critically evaluate research literature using different methodologies;
- Apply foundational observation and assessment skills;
- Apply foundational research skills in identifying and addressing needs in both research based and practical environments;
- Demonstrate the capacity to apply the principles of evidence informed practices across broad contexts;
- Apply principles of leadership and collaboration in professional settings.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
HI specialisation:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90506 | Language & Literacy Development | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90505 | Listening and the Learning Environment | March (On Campus - Parkville) |
12.5 |
Disability specialisation:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90287 | Promoting Positive Learning | Semester 1 (Extended) (On Campus - Parkville) |
12.5 |
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90506 | Language & Literacy Development | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
SLD specialisation:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90195 | Specific Learning Difficulties: Literacy | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Supervisor's appraisal of a minimum of 15 days of supervised practicum experience
| During the teaching period | 25% |
Literature review
| Mid teaching period | 15% |
Case study
| Late in the teaching period | 60% |
Critically appraise (in an oral presentation) the literature review and its implications for case study
| Mid teaching period | N/A |
Hurdle requirement: 100% attendance at all lectures and workshops | Throughout the teaching period | N/A |
Hurdle requirement: 100% attendance at and satisfactory completion of a minimum of 15 days of supervised practicum experience | Throughout the teaching period | N/A |
Additional details
Last updated: 10 February 2024
Dates & times
- February
Coordinator Matt Harrison Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Pre teaching start date 15 February 2020 Pre teaching requirements During the pre-teaching period, students should access the LMS Teaching period 22 February 2020 to 20 March 2020 Last self-enrol date 17 February 2020 Census date 13 March 2020 Last date to withdraw without fail 1 May 2020 Assessment period ends 12 June 2020 February contact information
- July
Principal coordinator Sharon Klieve Mode of delivery On Campus (Parkville) Contact hours 15 days of practicum experience and 18 hours of lectures and seminars. Total time commitment 170 hours Pre teaching start date 4 June 2020 Pre teaching requirements During the pre-teaching period, students should access the LMS Teaching period 11 July 2020 to 23 August 2020 Last self-enrol date 11 June 2020 Census date 17 July 2020 Last date to withdraw without fail 18 September 2020 Assessment period ends 13 November 2020 July contact information
Time commitment details
170 hours 100% attendance is mandatory in all Professional Practice subjects.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Learning Intervention - 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