units

EDF5723

Faculty of Education

print version

This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Coordinator(s)

Dr Louise McLean

Offered

Clayton

  • Second semester 2016 (Day)

Synopsis

This unit focuses on assessment, intervention and research related to exceptionality across the lifespan. Cognitive and behavioural assessment and support for children, adolescents and adults with disabilities, as well as those with academic and other talents, are examined across a range of human service systems. Contemporary models of exceptionality and inclusion are reviewed and the associated skills are developed and implemented. Consideration is also given to psychosocial factors and parenting programs related to providing support to individuals who are exceptional, their families and their support workers. Practice models in line with government policy on disability assessments and related legal and ethical principles including cross-cultural issues and social justice concerns are also examined.

Outcomes

Upon successful completion of this unit students should be able to:

  1. understand and evaluate contemporary theoretical concepts of exceptionality and inclusion in light of related research, and the context of legal, ethical, and systemic factors across a range of systems
  2. understand psychosocial factors fostering the acceptance of exceptionality
  3. apply knowledge and skills in relation to facilitative support programs for family, friends, teachers and others working with exceptional individuals
  4. understand the nature, identification, accommodations and interventions associated with learning difficulties and exceptional abilities
  5. demonstrate advanced skills and critical orientation to undertaking functional analysis and behaviour analysis in relation to school and developmental problems including within the context of positive behaviour support (PBS).

Assessment

Participation in class and online quizzes (2400 words equivalent, 30%)
Case study (2800 words equivalent, 35%)
Psycho-educational report (2800 words equivalent, 35%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF5722 and successful completion of an Australian Psychology Accreditation Council (APAC) accredited four-year sequence in psychology