Year
2021
Units
4.5
Contact
1 x 2-hour tutorial weekly
Prerequisites
% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into BSE-Bachelor of Special Education
1a Admission into GCESE-Graduate Certificate in Education (Special Education)
1b Admission into GCEWS-Graduate Certificate in Education
1c Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1d Admission into MED%
1e Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning
1f Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment
1g Admission into GCGE-Graduate Certificate in Gifted Education
1h Admission into GCIED-Graduate Certificate in Inclusive Education
1i Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1j Admission into GCLE-Graduate Certificate in Languages Education
1k Admission into GCLED-Graduate Certificate in Leadership in Education
1l Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1m Admission into GCHE-Graduate Certificate in Higher Education
1n Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1o Admission into GCECE-Graduate Certificate in Early Childhood Education
1p Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1q Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1r Admission into MISE-Master of Inclusive and Specialised Education
1s Admission into MLE-Master of Leadership in Education
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 ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
EDSP9009 has been successfully completed
Topic description

This topic considers the educational and internal factors that contribute to school success for individuals with learning disabilities. Students critique education policy and school procedures literature to build an understanding of effective processes and practices; they critically examine an inclusive education framework for improving academic achievement over time. Students are required to develop a school improvement plan to address the current and future academic learning needs of students with learning disabilities at their workplace or for a case study school.

Educational aims

This topic aims to:

  • Provide contemporary knowledge of local, national and international policy, issues and evidence-informed practices associated with the field of learning disabilities
  • Develop an appreciation of the types of services and supports needed to promote accessible curriculum for students with learning disabilities
  • Develop skills and understanding related to the application of multitiered supports for students with learning disabilities
  • Understand the multiple variables that may affect learning well in school for students with learning disabilities including genetic and environmental factors
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Demonstrate advanced knowledge of the causes, common characteristics and learning needs of students with learning disabilities
  2. Critically discuss the importance of educational policy and flexible workplace structures to meet the needs of students with learning disabilities
  3. Demonstrate advanced knowledge of school processes, learning environments and classroom practices that support equitable curriculum access for students with learning disabilities
  4. Design a comprehensive school improvement plan based on analysis of educator interviews, current and future learning needs of students with learning disabilities and literature in learning disabilities and multitiered systems of support

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.

FULL

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.