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Learning Intervention 2 (EDUC90846)
Graduate courseworkPoints: 12.5On Campus (Parkville) and Online
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
April
April
September
September
Overview
Availability | April - Online April - On Campus September - On Campus September - Online |
---|---|
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 Deaf Education (DE) 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 loss 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 loss 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 loss 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;
- Ability to evaluate individualised intervention plans for DE, SLD or students with a disability of varying ages, degrees of severity and stages of development;
- Development of supportive student relationships that are appropriate and value communication and learning;
- Collaboration and communication with staff, parents and allied professionals;
- Management of specialised technological equipment where appropriate.
- Use of behavioural interaction strategies;
- Implementation of theoretical constructs from the course to the assessment, planning and application that underpins contemporary intervention practice;
- Selection and application of empirically validated specialised pedagogy within the wider curriculum of the setting via the interpretation of data;
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 an ability to gather information on learning using a range of formal and informal tools;
- Demonstrating a commitment to deepening knowledge and refining practice to improve educational outcomes for DE/SLD/D students;
- Demonstrating the ability to develop intervention plans and supporting documents based on carefully reasoned and appropriately documented decisions using appropriate research methods.
Generic skills
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 loss;
- 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: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into the MC-LI Master of Learning Intervention
AND
Completion of a minimum of 50 credit points of study and must be taken in the final semester
AND
Note: the following subject/s can also be taken concurrently (at the same time)
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90845 | Learning Intervention 1 |
February (Online)
July (On Campus - Parkville)
July (Online)
February (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
Description | Timing | Percentage |
---|---|---|
Supervisor's appraisal of a minimum of 15 days of supervised practicum experience
| During the teaching period | 25% |
Research project
| Mid teaching period | 45% |
Capstone report in the style of a journal article
| Late in the teaching period | 30% |
Critically appraise research project (in a presentation)
| Late in the 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
- April - Online
Coordinator Siobhan Merlo Mode of delivery Online Contact hours Total time commitment 170 hours Pre teaching start date 17 April 2022 Pre teaching requirements This availability is for students in the Online course mode During the pre-teaching period, students are required to engage with materials posted on the LMS Teaching period 30 April 2022 to 29 May 2022 Last self-enrol date 19 April 2022 Census date 6 May 2022 Last date to withdraw without fail 27 May 2022 Assessment period ends 10 June 2022 April contact information
- April - 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 Pre teaching start date 17 April 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS Teaching period 30 April 2022 to 29 May 2022 Last self-enrol date 19 April 2022 Census date 6 May 2022 Last date to withdraw without fail 27 May 2022 Assessment period ends 10 June 2022 April contact information
- September - On Campus
Principal coordinator Sharon Klieve Mode of delivery On Campus (Parkville) Contact hours 15 days of practicum experience and 18 hours of lectures and workshops. This availability is only for students who are completing placement within Australia. Total time commitment 170 hours Pre teaching start date 28 August 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS Teaching period 10 September 2022 to 23 October 2022 Last self-enrol date 30 August 2022 Census date 16 September 2022 Last date to withdraw without fail 7 October 2022 Assessment period ends 3 November 2022 September contact information
- September - Online
Coordinator Sharon Klieve Mode of delivery Online Contact hours 15 days of practicum experience and 18 hours of lectures and workshops. Total time commitment 170 hours Pre teaching start date 28 August 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS. This availability is for students in the Online course mode. Teaching period 10 September 2022 to 23 October 2022 Last self-enrol date 30 August 2022 Census date 16 September 2022 Last date to withdraw without fail 7 October 2022 Assessment period ends 3 November 2022 September 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