1 Admission into BSE-Bachelor of Special Education 1a Admission into MEDEC-Master of Education (Early Childhood Studies) 1b Admission into GCESE-Graduate Certificate in Education (Special Education) 1c Admission into GCEWS-Graduate Certificate in Education 1d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac) 1e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment) 1f Admission into MEDGE-Master of Education (Gifted Education) 1g Admission into MEDIB-Master of Education (International Baccalaureate) 1h Admission into MEDLM-Master of Education (Leadership and Management) 1i Admission into MEDSA-Master of Education (Studies of Asia) 1j Admission into MEDSE-Master of Education (Special Education) 1k Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years] 1l Admission into MEDWS-Master of Education 1m Admission into MEDOS-Master of Education 1n Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1o Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years] 1p Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1q Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1r Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1s Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1t Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years] 1u Admission into MEDWSP-Master of Education [1.5 years] 1v Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1w Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 1x Admission into MTSESC-Master of Teaching (Special Education) (Secondary) 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 ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
EDSP9009 has been successfully completed
In this topic, students investigate the characteristics and identification of a range of learning difficulties and their implications for young people in educational settings. Students explore relationships between individual and environmental factors that may influence educational outcomes for children at risk of learning difficulties, and consider the responsibilities of general education and special education in prevention and intervention. Students study ways of managing learning environments and designing curriculum and instruction to address the needs of students with learning difficulties.
This topic aims to introduce students to issues of characteristics, identification and assessment, prevention and intervention for students with a range of learning difficulties. The topic is also designed to develop students' understanding of the following broad special education principles:
the experiences of individuals with diverse learning needs can impact the ability to learn, interact socially, and live as a fulfilled contributing member of the community
inclusive educational practices promote access to, participation in and achievement in relation to quality curriculum for all students
the educational elements of curriculum, instruction, assessment, learning, engagement and behaviour are interdependent
Expected learning outcomes
On completion of this topic, students will be able to:
describe characteristics and possible causes of a range of learning difficulties and their potential impact for individuals on learning, behaviour and wellbeing
identify policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with learning difficulties, including those from culturally and linguistically diverse backgrounds
analyse the implications for educational practice of a response to intervention model for identification of specific learning disabilities
evaluate and respond to current research and scholarship related to students with learning difficulties
recommend adaptations to the classroom and school environment that promote inclusive practices in relation to students with learning difficulties
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
If you consent to the use of our cookies then please click the button below:
If you do not consent to the use of all our cookies then please click the button below. Clicking this button will result in all cookies being rejected except for those that are required for essential functionality on our website.