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Learning Intervention 1 (EDUC90845)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Dual-Delivery (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
February
July
Overview
Availability | February - On Campus July - Dual-Delivery |
---|---|
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 Deaf Education (DE), 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 loss. 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 loss 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 loss in areas such as language, literacy, mental health/well-being, thinking and learning, exceptionality, behavioural interactions and audiology.
Please note: DE 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 DE/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 DE, SLD or students with disability 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
For all students
Completion of at least 50 credit points from the Master of Learning Intervention.
For Deaf Education specialisation students
Successful completion of Module 1 of Auslan Certificate 2 (or equivalent) and both of:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90506 | Language & Literacy Development | Semester 1 (Extended) (Online) |
12.5 |
EDUC90505 | Listening and the Learning Environment | April (Dual-Delivery - Parkville) |
12.5 |
For Disability specialisation students
Both of:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90287 | Promoting Positive Learning | February (Online) |
12.5 |
EDUC90506 | Language & Literacy Development | Semester 1 (Extended) (Online) |
12.5 |
For Specific Learning Difficulties specialisation students
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90195 | Specific Learning Difficulties: Literacy | March (Online) |
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
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 |
Last updated: 10 February 2024
Dates & times
- February - On Campus
Principal coordinator Siobhan Merlo Mode of delivery On Campus (Parkville) Contact hours 15 days of practicum experience and 18 hours of lectures and workshops. Total time commitment 170 hours Teaching period 20 February 2021 to 28 March 2021 Last self-enrol date 26 February 2021 Census date 12 March 2021 Last date to withdraw without fail 9 April 2021 Assessment period ends 2 May 2021 February contact information
- July - Dual-Delivery
Principal coordinator Sharon Klieve Mode of delivery Dual-Delivery (Parkville) Contact hours 15 days of practicum experience and 18 hours of lectures and seminars. Total time commitment 170 hours Teaching period 10 July 2021 to 22 August 2021 Last self-enrol date 19 July 2021 Census date 30 July 2021 Last date to withdraw without fail 27 August 2021 Assessment period ends 26 September 2021 July contact information
Time commitment details
170 hours
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 - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024