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Exceptionality:Assessment & Intervention (EDUC90223)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
March
Overview
Availability | March |
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Fees | Look up fees |
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
On completion of this subject students should be able to:
- Identify a range of exceptionalities using a recognised taxonomy;
- Describe current policies and practices related to the diagnosis, and intervention of exceptional students;
- Use a biopsychosocial model to identify the needs and strengths of 'exceptional students' and identify how to accommodate their needs in a school setting;
- Critique and provide evidence-based recommendations suitable for teachers and parents of exceptional students;
- Apply an interdisciplinary collaborative approach in working with people with exceptional needs;
- Develop and implement behavioural interventions appropriate for those with behavioural and emotional problems, including setting goals and monitoring progress.
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
Description | Timing | Percentage |
---|---|---|
Essay 1
| Mid semester | 40% |
Essay 2
| End of semester | 60% |
Hurdle requirement: A minimum of 80% attendance at all tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March
Principal coordinator Georgia Dawson Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 1 March 2021 to 24 May 2021 Last self-enrol date 18 March 2021 Census date 26 March 2021 Last date to withdraw without fail 30 April 2021 Assessment period ends 4 June 2021 March 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 Course Master of Educational Psychology/Doctor of Philosophy - Links to additional information
Melbourne Graduate School of Education: www.education.unimelb.edu.au
Last updated: 10 February 2024