1 x 2-hour workshop weekly
1 Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
1a Admission into BEDPRSEBDS-B Education (Primary R-7 & Special Ed), B Disability Studies
1b Admission into BEDMSSEBDS-B Education (Middle & Secondary/Special Ed), B Disability Studies
1c Admission into BEDSE-Bachelor of Education (Special Education)
1d Admission into BEDSEOS-Bachelor of Education (Special Education)
1e Admission into BEDSBSE-Bachelor of Education (Secondary), Bachelor of Special Education
1f Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
1g Admission into BEDPRBSE-Bachelor of Education (Primary), Bachelor of Special Education
2 EDUC1224 - Foundations of Special Education
Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g) and 2)
Enrolment not permitted
EDUC3652 has been successfully completed
Topic description

This topic is designed to provide students with the opportunity to understand approaches to supporting students with numeracy difficulties. There will be a focus on perspectives about numeracy, factors that affect numeracy learning, and consideration given to issues around curriculum, planning, programming, and instruction. Students will be involved in analysing data, prioritising, and planning intervention programs to further develop school students' knowledge, understanding and skills and will explore ways to further engage and involve them in their numeracy learning.

Educational aims

Through engaging in the topic participants will:

  • Be aware of current numeracy research focused on students with learning difficulties
  • Understand how selection and interpretation of numeracy assessments can inform program planning
  • Develop knowledge and skills about how numeracy intervention programs for students with learning difficulties may be implemented
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Discuss major theories, factors which may inhibit development of numeracy, and key knowledge, understandings, and skills needed for numeracy improvement
  2. Describe how the educational elements of curriculum, instruction, assessment, learning, and engagement are interdependent
  3. Identify links between evidence-based research and practical application in classrooms
  4. Analyse assessment information, develop priorities, and plan intervention programs
  5. Evaluate selection of instructional strategies in the light of research evidence
  6. Create resources that may be used to develop diverse students’ numeracy knowledge, understanding, and skills

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.


If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.