Educational Intervention Internship

This subject has the following teaching availabilities in 2016:

340 hours

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

This capstone experience for the Master of Education (Special Education, Inclusion & Early Intervention) (Stream A) involves completion of 45 days of professional activities, including 30 days of supervised school-based special education experiences.

The internship is designed to provide students a practical opportunity to integrate contemporary knowledge about educating children and students with diverse learning needs, assess children/students and interpret educational data in order to design an educational intervention, and to engage stakeholders in the intervention process.

The placement is supplemented by classes designed to outline the professional responsibilities and ethical principles associated with educational intervention and to support the students in leading educational change during the internship placement. The placement will draw on specific discipline skills associated with the enrolment in the Master of Education (Special Education, Inclusion & Early Intervention).

Students can assist in identifying two suitable work placements, but the Melbourne Graduate School of Education Professional Placement Office will be responsible for securing these placements. More information is available in the Placement Handbook. Placements must be approved by the Subject Coordinator. If you have problems finding a placement you should approach the Subject Coordinator.

On completion of the subject, students will have completed and reported on an educational intervention undertaken in two educational settings.

On completion of this subject students should be able to:

• Demonstrate an ability to implement the theoretical constructs in the course to the assessment planning and implementation of an educational intervention.
• Demonstrate increased knowledge and ability to improve educational outcomes for children/students developing atypically or identified as 'at risk'.
• Demonstrate an ability to gather information on learning and/or behaviour using a range of formal and informal tools.
• Demonstrate the ability to synthesise and interpret data that will accurately inform intervention.
• Demonstrate the ability to write intervention plans and supporting documents based on assessment and data.
• Demonstrate an ability to discuss child/student assessment, intervention and progress appropriately.

30 days of satisfactory work placement, 25%

Online Task One – 500 words, due prior to Internship, 5%
Online Task Two – 500 words, end of Week 3 of Internship, 5%
Online Task Three – 500 words, end of Week 6 of Internship, 5%

6000-Word Intervention Plan, due end of semester, 60%

All components of assessment must be passed in order to achieve an overall pass in the subject

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

• Apply analytical and critical thinking skills in relation to intervention.
• Demonstrates an innovative and sensitive approach to children/students, their families and the learning environment.
• Demonstrate an ability to engage with all stakeholders in a relevant and meaningful way.
• Demonstrate sensitivity to the individual or cultural differences when interacting with parents, professionals and children/students.
• Apply principles of leadership and collaboration when working with support groups of the child/student.