The Psychology of Exceptional Learning

Subject EDUC90278 (2016)

Note: This is an archived Handbook entry from 2016.

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

This subject has the following teaching availabilities in 2016:

August, Parkville - Taught on campus.
Pre-teaching Period Start 18-Jul-2016
Teaching Period 06-Aug-2016 to 08-Sep-2016
Assessment Period End 28-Oct-2016
Last date to Self-Enrol 21-Jul-2016
Census Date 12-Aug-2016
Last date to Withdraw without fail 23-Sep-2016

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 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:


Mr Guy Logan


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%

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

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 Learning Intervention
Postgraduate Certificate in Education (Specific Learning Difficulties)

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