Learning Intervention Internship 2

Subject EDUC90846 (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:

April, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 18-Apr-2015 to 20-Jun-2015
Assessment Period End 12-Jul-2015
Last date to Self-Enrol 30-Apr-2015
Census Date 08-May-2015
Last date to Withdraw without fail 12-Jun-2015

August, Parkville - Taught on campus.
Pre-teaching Period Start 04-Aug-2015
Teaching Period 22-Aug-2015 to 24-Oct-2015
Assessment Period End 20-Nov-2015
Last date to Self-Enrol 07-Aug-2015
Census Date 28-Aug-2015
Last date to Withdraw without fail 16-Oct-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: Contact Hours: 15 days of practicum experience and 18 hours of workshops.
Total Time Commitment:

170 hours

100% attendance is mandatory in all Professional Practice subjects.


EDUC90845 Learning Intervention Internship 1 must be completed before or at the same time as this subject.

Study Period Commencement:
Credit Points:
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 Description, Subject Objectives, Generic Skills 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: http://www.services.unimelb.edu.au/disability


Ms Sharon Klieve


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject comprises the second part of the compulsory [AQF] Capstone experience for the Master of Learning Intervention (MLI) course encompassing the three separate specialties of Hearing Impairment (HI) Specific Learning Difficulties (SLD) and Disability (D).

The subject will deepen students’ knowledge of various conventions and innovations in educational research across the three specialties. Through collaborative workshops, students will explore issues in the design of a research project, data collection/analysis, and reporting findings in written and verbal forms. Using conclusions and future directions drawn from the researching of educational practice (REP), ethical issues with practitioner research, using literature, and classifying research by purpose and method from Learning Intervention Internship 1, improving educational outcomes for students with disabilities, specific learning difficulties or hearing impairment will be further advanced.

Students will implement these conventions and innovations when undertaking their second 15 day practicum placement in an educational setting in which students with disabilities, specific learning difficulties or hearing impairment are accommodated. They will then have the opportunity to engage in directed observation and interaction with students, refining skills in planning, implementing and evaluating educational interventions.

Students will produce a capstone report in the style of a journal article including a literature review, an extensive case study and intervention plan developed after a continuous process of assessment, intervention and evaluation with a child/student with disabilities, specific learning difficulties or hearing impairment in areas such as language, literacy, mental health/well-being, thinking and learning, exceptionality, behavioural interactions and/or audiology.

Learning Outcomes:

On completion of this subject, students should be able demonstrate deepening practical skills in their:

  • Knowledge of disability and impairment;
  • Use of behavioural interaction strategies;
  • Implementation of theoretical constructs from the course to the assessment, planning and application that underpins contemporary intervention practice;
  • Development of supportive student relationships that are appropriate and value communication and learning;
  • Ability to evaluate individualised intervention plans for HI, SLD or disabled students of varying ages, degrees of severity and stages of development;
  • Selection and application of empirically validated specialised pedagogy within the wider curriculum of the setting via the interpretation of data;
  • Collaboration and communication with staff, parents and allied professionals;
  • Management of specialised technological equipment where appropriate.

On completion of this subject, students should be able demonstrate deepening research application skills by:

  • Carrying out a substantial research based project
  • Demonstrating reasoned ethical judgment regarding issues associated with practitioner research
  • Synthesising, critically evaluating, unifying and using diverse research findings to advance learning intervention theory and practice;
  • Demonstrating a commitment to deepening knowledge and refining practice to improve educational outcomes for HI/SLD/D students;
  • Demonstrating an ability to gather information on learning using a range of formal and informal tools;
  • Demonstrating the ability to develop intervention plans and supporting documents based on carefully reasoned and appropriately documented decisions using appropriate research methods.

There are three assessment tasks

  • Satisfactory completion of a minimum of 15 days of supervised practicum experience during the semester, 25%
  • Based on EDUC90845 students design a clinically-focused research project in which they collect and analyse data, report findings (2500 words) in the form of case study, due mid-semester 50%
  • In light of feedback re-work the case study into a capstone report in the style of a journal article including an additional 2000 word (equivalent) intervention plan (Clinical Praxis task) due late-semester 25%

There is one hurdle requirement:

  • Critically appraise and give feedback (in a 10 minute mini-conference presentation) on the case study and rationale for intervention, due late-semester

100% attendance is mandatory in all Professional Practice subjects.

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:

  • Use advanced techniques to observe and assess students with disability, specific learning difficulties or hearing impairment;
  • Apply suitable research skills to address a data driven research question;
  • Demonstrate a capacity to communicate research results clearly, comprehensively and persuasively;
  • Undertake research independently;
  • Demonstrate the capacity to apply the principles of evidence informed practices across broad contexts;
  • Apply principles of leadership and collaboration across a range of professional settings.
Related Course(s): Master of Learning Intervention

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