About this course
|Award title||Master of Learning Intervention|
|Year & campus||2021 — Parkville|
|Fees information||Subject EFTSL, level, discipline and census date|
|Study level & type||Graduate Coursework|
|Credit points||100 credit points|
|Duration||12 months full-time or 24 months part-time|
Current research on inclusive practices has identified a need for more classroom teachers to be trained in early intervention and working with students who have additional needs at pre- and post-service levels. The Master of Learning Intervention aims to do this by providing training to teachers, practitioners and early childhood educators in understanding the learning and programming needs of children and young people with disabilities, specific learning difficulties and hearing loss enrolled in specialist schools, mainstream schools and early childhood settings. This course is also appropriate for allied health professionals engaged in working with this cohort of children and young people, their families and teachers.
Students enrolled in the Master of Learning Intervention can choose to specialise in one of the following: disability, specific learning difficulties or deaf education. In addition to the four core and two elective subjects that make up the specialty, students can choose to study Stream A or Stream B.
Students enrolled in the Learning Intervention Internship (Stream A) are required to design, implement and evaluate an educational intervention to support learners with disabilities, specific learning difficulties or hearing loss in early intervention settings and/or specialist and/or regular schools. This stream involves 45 days of practical experiences, including 30 days of placement in approved early intervention and/or school settings and is suitable for teachers that already meet the Victorian Institute of Teaching qualification requirement but are seeking additional registration to work as a special educator. Graduates of this course who complete the Learning Intervention Internship (Stream A) will be endorsed as Special Education teachers.
The Learning Intervention Minor Projects (Stream B) is suitable for allied-health practitioners, early childhood teachers and international students who are not seeking VIT endorsement. In this stream two minor projects replace the practical experiences.
Please note that this course will not provide initial registration to teach in Australia.
1. In order to be considered for entry, applicants must have completed:
- a four-year education degree, or equivalent; or
- a three-year undergraduate qualification and a fourth year level education qualification, or equivalent; or
- a three-year undergraduate qualification in an area related to education (such as social work, speech pathology, psychology or occupational therapy) and at least two years of documented, relevant work experience;
- a personal statement in a format specified by the Melbourne Graduate School of Education.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance; and
- any documented relevant professional experience; and
- the applicant’s personal statement
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
- The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skillfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support.
The Master of Learning Intervention is endorsed at the professional level by the Victorian Institute of Teaching. Graduates of this course who complete the Learning Intervention Internship (Stream A) will be endorsed as Special Education teachers.
Intended learning outcomes
The learning outcomes are for students to:
- Deepen their knowledge and extend their understanding in recent developments in educational thought, particularly as it applies to contemporary intervention practice for students with disabilities, learning difficulties, and hearing loss;
- Acquire a substantial understanding of relevant theory and practice in areas applicable to educational interventions and to the chosen specialisation;
- Display the ability to make carefully reasoned and appropriately documented decisions relevant to this domain, using appropriate research principles and methods;
- Demonstrate, during professional practice or scholarship, the skill repertoire necessary to implement effective intervention in the selected speciality; this includes diagnosis of learning profiles, the planning and implementation of empirically validated pedagogy and the provision of learning contexts that optimize inclusive educational opportunities;
- Display an understanding of contemporary research in the selected speciality areas and to develop from this an integrated understanding of intervention practice;
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences;
- Plan and execute a substantial research-based project, capstone experience and/or piece of scholarship; and
- Establish a sound basis for doctoral studies through the study of research principles and methods applicable to the field of educating students with a disability, learning difficulty, or hearing loss.
On completion of this course participants will have the knowledge, skills and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change;
- Be able to adapt to and lead change through knowing how to learn;
- Understand the significance of developing their practice on the basis of research evidence;
- Be independent of mind and self-regulating;
- Have a conscious personal and social values base.
- Academically excellent: graduates will develop in-depth research and evidence-based knowledge of learning and teaching interventions in areas such as disability, specific learning difficulties or hearing loss. They will demonstrate a high level of achievement in writing, generic research activities, problem-solving and communication. Graduates will be critical and creative thinkers, with an aptitude for continued self-directed learning and be adept at learning in a range of ways, including through information and communication technologies.
- Knowledgeable across disciplines: graduates will examine critically, synthesise and evaluate knowledge across a broad range of disciplines, particularly those with relevance to their education setting. They will expand their analytical and cognitive skills through learning experiences and have the capacity to participate fully in collaborative learning and to confront unfamiliar problems. As a result of completing the Master of Learning Intervention they will have a set of flexible and transferable skills for employment in a range of specialist and mainstream educational settings.
- Leaders in communities: Graduates of the Master of Learning Intervention will be prepared to undertake leadership in the provision of educational interventions for children and young people with disabilities, specific learning difficulties or hearing loss. They will be able to initiate and implement constructive change in their communities and have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations.
- Attuned to cultural diversity: Graduates of the Master of Learning Intervention will be working within organisations characterised by cultural and other forms of diversity. This is reflected in such overarching documents as the Australian Charter for the Teaching Profession, the Melbourne Declaration on Educational Goals for Young People and, in particular, the Disability Standards for Education 2005 and the Disability Discrimination Act 1992. Graduates will value diversity and be well-informed citizens able to contribute to their communities wherever they choose to live and work. They will have an understanding of the social and cultural diversity in our community, including disability and a respect for indigenous knowledge, cultures and values.
- Active global citizens: As aspiring or practicing teachers of students with disabilities, specific learning difficulties or hearing loss, graduates of the Master of Learning Intervention will accept social and civic responsibilities and attempt to inculcate these in those with which they work. They will have a broad global understanding, with a high regard for human rights, equity and ethics. They will recognise that education is the best means we have of opening the doors of opportunity for people and of ameliorating the effects of inequity and disadvantage.
The Master of Learning Intervention requires completion of 100 credit points over one year of full time study, or two years of part time study.
Specialisations (50 credit points): students will take all four subjects from one of the three specialisations.
Electives (25 credit points): students will choose any two subjects from the elective list.
Capstone (25 points): students will complete either Stream A or Stream B option, at the end of their course.
Refer to Majors, minors and specialisations.
|Code||Name||Study period||Credit Points|
|EDUC90287||Promoting Positive Learning||
|EDUC90756||Using Data To Build Learning Pathways||
Semester 2 (Extended)
|EDUC90194||Specific Learning Difficulties: Numeracy||
|EDUC90195||Specific Learning Difficulties: Literacy||
|EDUC90507||Oral Language, Literacy & Learning||
|EDUC90505||Listening and the Learning Environment||
|EDUC90290||Promoting Positive Behaviour||
Semester 2 (Early-Start)
|EDUC90278||Learners and Learning Difficulties||
|EDUC90506||Language & Literacy Development||
Semester 1 (Extended)
Capstone: Stream A
Graduates of this course who complete the Learning Intervention Internship (Stream A) will be endorsed as a Special Education teacher.
EDUC90846 Learning Intervention 2 must be taken in the final semester of the course.
|Code||Name||Study period||Credit Points|
|EDUC90845||Learning Intervention 1||
|EDUC90846||Learning Intervention 2||
Capstone: Stream B
The Learning Intervention Minor Projects (Stream B) is suitable for allied-health practitioners, early childhood teachers and international students who are not seeking VIT endorsement.
EDUC90334 Minor Project in Education 2 must be taken in the final semester of the course.
|Code||Name||Study period||Credit Points|
|EDUC90335||Minor Project in Education||
|EDUC90334||Minor Project in Education 2||
Majors, minors & specialisations
|Specific Learning Difficulties||50|
Graduates from this program are eligible to apply for entry to the Doctor of Education program or a PhD after completion of a 50-point Graduate Certificate in Educational Research, provided they meet the entry requirements and subject to achievement of an H2A GPA. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.
Last updated: 16 September 2021