This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
Sturt Rd, Bedford Park
South Australia 5042
Follow Flinders
Year
2021
Units
4.5
Contact
1 x 2-hour tutorial weekly
Prerequisites
^ = May be enrolled concurrently
1n Admission into MISEA-Master of Inclusive and Specialised Education
1o Admission into MEDUA-Master of Education
1p Admission into MLEA-Master of Leadership in Education
1q Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education
2 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
1 Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1a Admission into MED%
1b Admission into GCGE-Graduate Certificate in Gifted Education
1c Admission into GCIED-Graduate Certificate in Inclusive Education
1d Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1e Admission into GCLED-Graduate Certificate in Leadership in Education
1f Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1g Admission into GCHE-Graduate Certificate in Higher Education
1h Admission into GCECE-Graduate Certificate in Early Childhood Education
1i Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1j Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1k Admission into MISE-Master of Inclusive and Specialised Education
1l Admission into MLE-Master of Leadership in Education
1m Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
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 ((2 or 2a or 2b or 2c) and 3))
1o Admission into MEDUA-Master of Education
1p Admission into MLEA-Master of Leadership in Education
1q Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education
2 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
1 Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1a Admission into MED%
1b Admission into GCGE-Graduate Certificate in Gifted Education
1c Admission into GCIED-Graduate Certificate in Inclusive Education
1d Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1e Admission into GCLED-Graduate Certificate in Leadership in Education
1f Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1g Admission into GCHE-Graduate Certificate in Higher Education
1h Admission into GCECE-Graduate Certificate in Early Childhood Education
1i Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1j Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1k Admission into MISE-Master of Inclusive and Specialised Education
1l Admission into MLE-Master of Leadership in Education
1m Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
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 ((2 or 2a or 2b or 2c) 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:
- Demonstrate advanced knowledge of the causes, common characteristics and learning needs of students with learning disabilities
- Critically discuss the importance of educational policy and flexible workplace structures to meet the needs of students with learning disabilities
- Demonstrate advanced knowledge of school processes, learning environments and classroom practices that support equitable curriculum access for students with learning disabilities
- 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