Inclusion and Child/Family Interventions

Subject 460-614 (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2009:

June, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours 120 hours of non-contact commitment
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Dr Anna Bortoli
Subject Overview: This subject addresses current theories and principles underpinning early childhood intervention, special education and inclusion; evolution and principles in the inclusion of children and students with a disability; family-centred practice; child-centred practice; models of educational practice and intervention; local legislation; transition and collaboration, role of key stakeholders during program planning and family support plans
Objectives: On completion of this subject, students should be able to:
  • Address the theories and principles of family-centred practice, child-centred practice and inclusion;
  • Discuss the issues related to child/family interventions;
  • Investigate models of instruction and approach and their application to children and students with a disability;
  • Plan and implement transition practices using portfolios.
Assessment: Assignments equivalent to 4,000 words (100 per cent)
Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of this subject, students should be able to:
  • Evaluate and apply new knowledge
  • Apply analytical and critical thinking skills in relation to theories and practices influencing special education, inclusion and early intervention
  • Improve their capacity and skills to review research
  • Demonstrate cultural sensitivity, understanding and problem solving when implementing policy
  • Articulate local and international policies about special education, inclusion and early intervention
  • Demonstrate an understanding of transdisciplinary practices in special education and early intervention
Links to further information: www.edfac.unimelb.edu.au
Related Course(s): Master of Education (Language Intervention and Hearing Impairment)
Master of Education (Special Education, Inclusion & Early Intervention)
Postgraduate Certificate in Educational Studies (Sp Ed, Inc & Erly Intv)

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