The Psychology of Exceptional Learning

Subject EDUC90278 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

August, Parkville - Taught on campus.
Pre-teaching Period Start 20-Jul-2015
Teaching Period 08-Aug-2015 to 10-Sep-2015
Assessment Period End 30-Oct-2015
Last date to Self-Enrol 23-Jul-2015
Census Date 14-Aug-2015
Last date to Withdraw without fail 25-Sep-2015

Pre-teaching period:

During the pre-teaching period students will be required to complete reading that will be provided via LMS.

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 18 hours
Total Time Commitment:

170 hours

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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website:


Assoc Prof John Munro


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject examines concepts, theories and issues in educational and developmental psychology necessary to understand and diagnose academic learning disabilities that will lead to effective curriculum development. It will examine the individual differences in cognitive structures such as the representation of knowledge by learners, short-term and long-term memory, cognitive and metacognitive processes, and the affective processes associated with understanding learning, such as self-efficacy and motivation to learn.

Learning Outcomes:

On completion of this subject, students should be able to:

  • Understand the developmental processes that underpin a student's abilities to successfully engage in literacy and numeracy learning
  • Describe the role of long- and short- term memory, meta-cognitive processes and affective processes in learning
  • Investigate how curriculum can be developed to assist students to develop and cope with their particular learning difficulty.
  • Reflective task (500 words) due mid-semester, 10%
  • Written task (4500 words) due end semester, 90%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Links to further information:
Related Course(s): Graduate Certificate in Education (Specific Learning Difficulties)
Master of Education (Specific Learning Difficulties)
Master of Education (Specific Learning Difficulties)
Master of Education (Stream 100A) Coursework and Thesis A
Master of Learning Intervention
Postgraduate Certificate in Education (Specific Learning Difficulties)

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