To be read in conjunction with the program of study requirements for the degree in which you are enrolled.
Practitioners work with young children, their families, educators and other professionals to support young children’s development. This minor will present current research evidence and professional practices that will establish sound knowledge, skills and understandings about collaborative early intervention practices for young children with special needs.
The minor aims to:
- provide contemporary knowledge of local, national and international policy, legislation, research perspectives, issues and evidence-informed practices associated with evidence-based best practice in collaborative early intervention
- equip graduates with creative, caring, ethical and critical thinking, problem-solving and research skills to enable them to engage in critical reflection on and inquiry into theoretical and practical models and frameworks that are central to collaborative early intervention practices
- develop graduates’ knowledge, skills and understandings about collaborative early intervention practices that will enable them to design, implement and evaluate policies, programs and services which improve the learning and wellbeing outcomes for children and young people with special needs
- develop skilled professionals who are able to communicate and collaborate effectively and ethically with children, parents, carers, educators and other professionals within collaborative early intervention contexts
- develop graduates who are equipped to provide leadership and advocacy in evidence-based practices as part of collaborative early intervention practices
On completion students will be able to:
- explain and apply educational research principles and practices and engage in inquiry into practice within the field of inclusive and collaborative early intervention
- analyse, evaluate, and critically reflect on complex and often conflicting research, commentary, concepts, theories, and issues in inclusive and collaborative early intervention policy, practice and provision
- articulate how contemporary values, policy, legislation and ethical principles that underpin inclusive and collaborative early intervention inform and support advocacy and provisions for children with special needs
- design, implement, evaluate, and refine educational opportunities for diverse learners within early intervention contexts through independent and collaborative practices
- communicate knowledge of inclusive and collaborative early intervention to different audiences and for different purposes
Program of study
To qualify for the minor in Early Intervention, a student must complete 18 units with a grade of P or NGP, or better, in each topic according to the program of study below. Not all topics are necessarily available in a given year.
18 units comprising:
EDUC9531 Current Perspectives in Early Intervention (4.5 units)
EDUC9532 Early Intervention: Learning From and Through Play (4.5 units)
EDUC9552 Collaborative Consultation (4.5 units)
EDUC9533 Supporting Communication, Language and Literacy Development: Birth to 8 Years (4.5 units)
It is recommended that students complete EDUC9531 as the first topic in this minor.