Master of Learning Intervention (MC-LI)

Overview

Award title	Master of Learning Intervention
Year & campus	2025 — Parkville
CRICOS code	085104M
Fees information	Subject EFTSL, level, discipline and census date
Study level & type	Graduate Coursework
AQF level	9
Credit points	100 credit points
Duration	12 months full-time or 12 months full-time or 12 months full-time or 24 months part-time or 24 months part-time or 24 months part-time

The Master of Learning Intervention provides training to teachers and early childhood educators in understanding the learning and support needs of children and young people with disabilities, learning difficulties and hearing loss enrolled in educational settings. This course is also appropriate for allied health and other education professionals engaged in working with this cohort of children and young people, their families and teachers.

Candidates enrolled in the Master of Learning Intervention can choose to specialise in disability, learning difficulties or deaf education. In addition, students can choose to study Stream A or Stream B.

The Learning Intervention Internship (Stream A) is suitable for teachers who are eligible for VIT registration and have two years of documented relevant teaching experience. Stream A requires students to design, implement and evaluate an educational intervention to support learners with disabilities, learning difficulties or hearing loss in educational settings. This stream involves 45 days of professional experience, including 30 days of placement in approved education settings.

The Learning Intervention Minor Projects (Stream B) is suitable for allied-health practitioners, early childhood educators, international students, teachers interested in research, and course participants without two years of teaching experience. In this stream two minor projects replace the professional experience.

Please note that the Master of Learning Intervention does not provide an initial qualification for registration to teach in Australia.

Links to further information

Information for future students: https://study.unimelb.edu.au/find/courses/graduate/master-of-learning-intervention

This course is available in My Course Planner

My Course Planner is an interactive web application that allows you to explore your study options and decide which subjects and major(s), minors and/or specialisations are right for you.

Entry requirements

1. In order to be considered for entry, applicants must have completed:

either

• 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.

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• prior academic performance; and

• work experience if relevant.

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 Faculty of Education welcomes applications from students with disabilities. It is University and Faculty 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 Faculty’s programs.

The core participation requirements for study in the Faculty of Education are:

In all courses

The ability to comprehend complex information related to education.
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.

Professional accreditation

Victorian Institute of Teaching

The Master of Learning Intervention is endorsed by the Victorian Institute of Teaching as a continuing education program in Special Education.

Intended learning outcomes

On completion of the Master of Learning Intervention, graduates should be able to:

Translate knowledge and understanding of contemporary intervention theory and practice for students with disabilities, learning difficulties, and those who are deaf or hard of hearing.
Apply evidence-based decision-making principles to assess, plan, monitor and evaluate interventions drawing on multiple sources of data including research, stakeholder voice and professional expertise.
Exhibit skills to implement effective interventions that are context specific, naturalistic and culturally responsive.
Explain and justify professional decision-making to a variety of audiences using the analysis and interpretation of assessment and intervention data.
Administer and interpret standardised/formal and informal assessments relevant to understanding the needs of learners with disability.
Plan and execute a substantial project investigating issues relating to learning intervention.
Investigate a range of strategies for collaborating with colleagues, caregivers, external professionals and the wider community.

Generic skills

The Master of Learning Intervention graduates should have the following set of key transferable skills:

Critical reasoning and thinking
Problem solving
Communication
Evidence based decision making
Creativity and innovation
Teamwork and professional collaboration
Self-reflection, career awareness and lifelong learning
Active and participatory citizenship

Graduate attributes

The Master of Learning Intervention will enable graduates to achieve the following University of Melbourne Graduate Attributes:

Academic distinction: Graduates have an in-depth knowledge of their specialist disciplines and skills in examining issues with multiple disciplinary perspectives. Graduates are critical, creative thinkers with strong reasoning skills. They can apply knowledge, information and research skills to complex problems in a range of contexts and are effective oral and written communicators.
Active citizenship: Graduates engage with contemporary local, national and global issues. They have a high regard for human rights, social inclusion, ethics and the environment. Graduates are aware of the social and cultural diversity in communities and can work collaboratively with people from diverse linguistic and cultural backgrounds. In particular, they have an understanding of and deep respect for Indigenous knowledge, culture and values.
Integrity and self-awareness: Graduates are motivated, self-directed and well-organised, with the ability to set goals and manage time and priorities. They are able to work effectively both independently and in groups. They are also highly self-aware and reflective, with skills in self-assessment, and place great importance on their personal and professional integrity.

Course structure

The Master of Learning Intervention requires the successful completion of 100 credit points.

The course is one year of full time study, or two years of part time study.

Completion of one specialisation is required.

To obtain the degree students must complete:

Specialisation subject requirement:

62.5 credit points of all five core subjects from one specialisation

Elective subject requirement:

12.5 credit points of elective subjects from the options outside their specialisation

Capstone subject requirement:

25 credit points of Capstone Stream A subjects or 25 credit points of Capstone Stream B subjects

Notes:

Capstone subjects must be completed in the final 50 credit points of the program.
The Learning Intervention Internship (Stream A) is suitable for teachers eligible for VIT registration and have two years of documented relevant teaching experience.
The Learning Intervention Minor Projects (Stream B) is suitable for allied-health practitioners, early childhood teachers, international students, and teachers interested in research, and course participants without two years of teaching experience.

Specialisation options are:

Deaf Education
Disability
Learning Difficulties

Subject Options

Specialisation subjects

Please refer to the specialisation page in Major, Minors and specialisations.

Elective subjects

Code	Name	Study period	Credit Points
EDUC91200	Neurodiversity and Learning	Semester 2 (Early-Start) (On Campus - Parkville) Semester 2 (Early-Start) (Online)	12.5
EDUC90194	Learning Difficulties in Numeracy	Semester 2 (Early-Start) (On Campus - Parkville) Semester 2 (Early-Start) (Online)	12.5
EDUC90505	Listening and the Learning Environment	Semester 2 (Early-Start) (Online) Semester 2 (Early-Start) (On Campus - Parkville)	12.5
EDUC90507	Language for Learning	August (Online)	12.5

Capstone: Stream A

EDUC90846 Learning Intervention 2 must be taken in the final semester of the course.

Code	Name	Study period	Credit Points
EDUC90845	Learning Intervention 1	February (On Campus - Parkville) February (Off Campus) Semester 2 (Early-Start) (On Campus - Parkville) Semester 2 (Early-Start) (Off Campus)	12.5
EDUC90846	Learning Intervention 2	April (Off Campus) April (On Campus - Parkville) August (On Campus - Parkville) August (Off Campus)	12.5

Capstone: Stream B

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 1	Semester 1 (Online) Semester 1 (On Campus - Parkville) Semester 2 (Online) Semester 2 (On Campus - Parkville)	12.5
EDUC90334	Minor Project in Education 2	March (On Campus - Parkville) March (Online) Semester 2 (Online) Semester 2 (On Campus - Parkville)	12.5

Majors, minors & specialisations

Name	Credit Points
Disability	62.5
Deaf Education	62.5
Learning Difficulties	62.5

Further study

Graduate Research Degrees

The University of Melbourne's Faculty of Education is widely recognised as a leader in Australian and international education research.

Graduates interested in further study in one of Faculty of Education’s suite of graduate research degrees may have several options, depending on their prior qualifications, academic achievement research experience and professional experience.

Graduates from this course (MC-LI) may be eligible to apply to either:

Graduates who have completed:

the Graduate Certificate in Educational Research or
the Master of Education (Research), or
an undergraduate Honours degree

may be eligible to apply to one of the following Faculty of Education research degrees:

Doctor of Philosophy-Education (PhD)
Doctor of Education (note there are professional experience requirements associated with this degree)
Master of Philosophy - Education

Entry to these courses is a competitive process and each course has other entry requirements such as a minimum academic entry score which must be met. Please check the Handbook course entry for details of entry requirements.

For more information about graduate research study in Education see the Faculty of Education Research Degrees page.

Last updated: 16 April 2025