1 x 1-hour lecture weekly
1 x 2-hour workshop weekly
1 x 7-hour independent study weekly
1 Admission into BSE-Bachelor of Special Education
1? Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1a Admission into MDS-Master of Disability Studies
1b Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1c Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1d Admission into MEDEC-Master of Education (Early Childhood Studies)
1e Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
1f Admission into GCEGE-Graduate Certificate in Education (Gifted Education)
1g Admission into GCEHE-Graduate Certificate in Education (Higher Education)
1h Admission into GCEIB-Graduate Certificate in Education (Intl Baccalaureate Middle Yrs Prog)
1i Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1j Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
1k Admission into GCESE-Graduate Certificate in Education (Special Education)
1l Admission into GCEVI-Graduate Certificate in Education (Vision Impairment)
1m Admission into GCEWS-Graduate Certificate in Education
1n Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1o Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1p Admission into MEDGE-Master of Education (Gifted Education)
1q Admission into MEDIB-Master of Education (International Baccalaureate)
1r Admission into MEDLM-Master of Education (Leadership and Management)
1s Admission into MEDSA-Master of Education (Studies of Asia)
1t Admission into MEDSE-Master of Education (Special Education)
1u Admission into MEDWS-Master of Education
1v Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1w Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1x Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1y Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1z Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1{ Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1| Admission into MEDWSP-Master of Education [1.5 years]
1} Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1~ Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1 Admission into MDPP-Master of Disability Policy and Practice
1€ Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z or 1{ or 1| or 1} or 1~ or 1 or 1€ or 1??)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
1 of EDSP9014, EDSP9026 has been successfully completed
Topic description
This topic will examine theories of learning, principles and practices of formal and informal assessments, theories of curriculum design, and research-based teaching strategies designed to support effective outcomes for students with special learning needs. Practical application in educational settings is required.
Educational aims
This topic aims to examine and reflect on theories of learning, assessment and curriculum design for students with special learning needs
Expected learning outcomes
On completing of this topic students will be able to:

  • critically discuss processes of learning and connections with effective teaching and assessment strategies
  • analyse formal and informal assessment tools and strategies
  • apply knowledge gained from formal and informal assessment to design effective learning programs for students with special needs
  • design and evaluate appropriate curriculum and teaching strategies to meet the needs of students with problems in learning