Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:July, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 hours |
Total Time Commitment:
This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.
Study Period Commencement:
|Recommended Background Knowledge:|| |
|Non Allowed Subjects:|| |
|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
CoordinatorMr Guy Logan
This subject provides relevant information to enable educational psychologists to work with children and adolescents with exceptional needs in regard to identification of exceptionality and appropriate assistance. This includes current policies and practices in regard to assessment, interventions, and recommendations to parents and other professionals working with these individuals. The subject is concerned with the full range of exceptionality, which includes a comprehensive range of disabilities and the related genetic origins, psychopathology and psychopharmacology as appropriate. An examination of key concepts for those with exceptionality is undertaken which includes definitions, characteristics, symptoms, and likely developmental consequences. Psychological aspects and issues arising from the identification of such individuals are considered in the context of current government policies of inclusion and research-based educational theories. Particular emphasis is placed on assessment, program implications, service delivery, and support in meeting the developmental needs of these individuals. The role of the educational psychologist when working with exceptional individuals, their parents, and multidisciplinary teams is explored.
It is anticipated that trainee psychologists who complete this subject would be able to apply their knowledge of individuals with exceptional needs in their professional practice as educational psychologists.
Written assignments of not more than 5,000 words (100 per cent).
A minimum pass grade is required in both assignment tasks.
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Flanagan, D.P., & Alfonso, V.C. (2011). Essentials of Specific Learning Disability identification. New Jersey: Wiley. ISBN: 978-0-470-58760-7
American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition, Text Revisions: DSM-IV-TR). Arlington, VA:APA. ISBN: 978-0-89042-025-6
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Links to further information:||www.education.unimelb.edu.au|
Master of Educational Psychology |
Master of Educational Psychology/Doctor of Philosophy
Download PDF version.