Master of Learning Intervention

This subject explores learning across the school years from a developmental perspective with a focus on understanding the processes involved in how learners learn. It also investigates how difficulties with learning arise related to cognitive processes like attention, information processing, executive functioning, and self-regulation. The relevance of the science of learning to classroom interactions will also be investigated, with a focus on the use of evidence-based principles of instruction and multi-tiered logic and collaborative practice in support of effective differentiated practice for diverse learners.

View detailed information in the Handbook

Responsive teaching in literacy is critical not only for sustainable learning, but also for the social emotional wellbeing of diverse learners experiencing learning difficulties in reading and/or writing including dyslexia. Evidence-based assessment and intervention enables practitioners to meet diverse learners at their points of need and guides change for inclusive practices through Multi-Tiered Systems of Support.

This subject draws on contemporary theories and explanations of the impact of learning difficulties and disabilities on literacy and examines their underpinning assumptions and implications for assessment, instruction, intervention, engagement, and wellbeing of learners. Specifically, an explicit structured approach will be taken to building foundational skills of oral language, phonology (phonological and phonemic awareness), sound-symbol associations (phonics) as well as morphology, semantics (the structure, use and meaning of words), syntax (sentences) and discourse level processes across both reading and writing. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings and with their diverse learners. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing literacy learning difficulties.

View detailed information in the Handbook

This subject examines theory and interventions for developing learning environments using positive behaviour support. Critical theoretical perspectives that underpin working effectively with behaviours of concern will be explored. The subject will assist students to understand how to use multi-tiered systems of support to promote positive behaviours, including School-wide Positive Behaviour Support. There will be a focus on understanding the communicative function of behaviour and the functional relationship between environment and behaviour. The impact of behaviour on school engagement will be investigated and explore how systems may limit access to education for students who may be exhibiting behaviours of concern. The importance of using function-based interventions for all learners including those who require more targeted or individualised responses will be examined. Students will demonstrate the use of function-based thinking and functional behaviour assessment to support learners.

View detailed information in the Handbook

This subject examines contemporary theories and research into the acquisition and development of language, communication and early literacy skills in typically developing children and the impact of language delay and disorder, disability, learning difficulties and deafness on these interrelated processes. It introduces the subsystems of language and explores the development of language, including sign language, from preverbal communication through to complex language and discourse. Tools and strategies to support observation, classification and assessment of communication and language abilities are also explored. The subject addresses the impacts of learning difficulties, deafness, disability and neurodiversity on language and communication and presents current research on developing communication and language in diverse learners, including those using Auslan or Augmentative and Alternative Communication to communicate.

View detailed information in the Handbook

This subject will consider how educators can better understand ways in which people with neurodevelopmental conditions and those identifying as neurodivergent interact and experience the world, and how that impacts on learning, wellbeing and inclusion. Qualities of neurodiversity that will be covered include autism spectrum conditions, intellectual disability, and attention-deficit/hyperactivity disorder, as well as common comorbidities.

The subject combines research and theory from neuroscience, education, psychology, and sociology, to create a multidisciplinary evidence-base aligned with the science of learning. It will combine this research and theory with tiered and strength-based models of intervention. This subject will develop skills that will lead to understanding how to implement sustainable and naturalistic interventions tailored to diverse learners that are responsive, inclusive and evidence based.

View detailed information in the Handbook

Responsive teaching in literacy is critical not only for sustainable learning, but also for the social emotional wellbeing of diverse learners experiencing learning difficulties in reading and/or writing including dyslexia. Evidence-based assessment and intervention enables practitioners to meet diverse learners at their points of need and guides change for inclusive practices through Multi-Tiered Systems of Support.

This subject draws on contemporary theories and explanations of the impact of learning difficulties and disabilities on literacy and examines their underpinning assumptions and implications for assessment, instruction, intervention, engagement, and wellbeing of learners. Specifically, an explicit structured approach will be taken to building foundational skills of oral language, phonology (phonological and phonemic awareness), sound-symbol associations (phonics) as well as morphology, semantics (the structure, use and meaning of words), syntax (sentences) and discourse level processes across both reading and writing. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings and with their diverse learners. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing literacy learning difficulties.

View detailed information in the Handbook

This subject examines theory and interventions for developing learning environments using positive behaviour support. Critical theoretical perspectives that underpin working effectively with behaviours of concern will be explored. The subject will assist students to understand how to use multi-tiered systems of support to promote positive behaviours, including School-wide Positive Behaviour Support. There will be a focus on understanding the communicative function of behaviour and the functional relationship between environment and behaviour. The impact of behaviour on school engagement will be investigated and explore how systems may limit access to education for students who may be exhibiting behaviours of concern. The importance of using function-based interventions for all learners including those who require more targeted or individualised responses will be examined. Students will demonstrate the use of function-based thinking and functional behaviour assessment to support learners.

View detailed information in the Handbook

This subject introduces the topic of brain function, the way language is processed in the brain, and the impact of sensory and/or language impairment on development. It will consider models of information processing and speech perception and the impact of deafness on how we hear and process sound. The impact of otitis media and auditory processing disorders on language development, learning and implications for classroom management will be explored. Indigenous ear health and hearing loss will also be considered. Students will learn to interpret audiological test results and understand the fitting and use of sensory aids and other assistive listening devices. Students will learn about auditory development and how to develop children’s listening skills. Students will learn to evaluate the listening environment.

View detailed information in the Handbook

This subject examines contemporary theories and research into the acquisition and development of language, communication and early literacy skills in typically developing children and the impact of language delay and disorder, disability, learning difficulties and deafness on these interrelated processes. It introduces the subsystems of language and explores the development of language, including sign language, from preverbal communication through to complex language and discourse. Tools and strategies to support observation, classification and assessment of communication and language abilities are also explored. The subject addresses the impacts of learning difficulties, deafness, disability and neurodiversity on language and communication and presents current research on developing communication and language in diverse learners, including those using Auslan or Augmentative and Alternative Communication to communicate.

View detailed information in the Handbook

This subject explores learning across the school years from a developmental perspective with a focus on understanding the processes involved in how learners learn. It also investigates how difficulties with learning arise related to cognitive processes like attention, information processing, executive functioning, and self-regulation. The relevance of the science of learning to classroom interactions will also be investigated, with a focus on the use of evidence-based principles of instruction and multi-tiered logic and collaborative practice in support of effective differentiated practice for diverse learners.

View detailed information in the Handbook

Responsive teaching in numeracy is critical not only for sustainable learning, but also for the emotional and social wellbeing of learners with mathematics learning difficulties including dyscalculia. Evidence-based assessment and intervention enables practitioners to meet learners at their points of need and guides change for inclusive practices through multi-tiered systems of support.

This subject draws on developmental, cognitive and neurocognitive perspectives to examine learning difficulties in mathematics and implications for assessment, instruction, intervention, engagement and wellbeing of learners. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Specifically, an explicit structured approach using the concrete-representational-abstract model to build essential conceptual, procedural and declarative knowledge of mathematical concepts will be examined. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing mathematics learning difficulties.

View detailed information in the Handbook

Responsive teaching in literacy is critical not only for sustainable learning, but also for the social emotional wellbeing of diverse learners experiencing learning difficulties in reading and/or writing including dyslexia. Evidence-based assessment and intervention enables practitioners to meet diverse learners at their points of need and guides change for inclusive practices through Multi-Tiered Systems of Support.

This subject draws on contemporary theories and explanations of the impact of learning difficulties and disabilities on literacy and examines their underpinning assumptions and implications for assessment, instruction, intervention, engagement, and wellbeing of learners. Specifically, an explicit structured approach will be taken to building foundational skills of oral language, phonology (phonological and phonemic awareness), sound-symbol associations (phonics) as well as morphology, semantics (the structure, use and meaning of words), syntax (sentences) and discourse level processes across both reading and writing. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings and with their diverse learners. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing literacy learning difficulties.

View detailed information in the Handbook

This subject examines theory and interventions for developing learning environments using positive behaviour support. Critical theoretical perspectives that underpin working effectively with behaviours of concern will be explored. The subject will assist students to understand how to use multi-tiered systems of support to promote positive behaviours, including School-wide Positive Behaviour Support. There will be a focus on understanding the communicative function of behaviour and the functional relationship between environment and behaviour. The impact of behaviour on school engagement will be investigated and explore how systems may limit access to education for students who may be exhibiting behaviours of concern. The importance of using function-based interventions for all learners including those who require more targeted or individualised responses will be examined. Students will demonstrate the use of function-based thinking and functional behaviour assessment to support learners.

View detailed information in the Handbook

This subject examines contemporary theories and research into the acquisition and development of language, communication and early literacy skills in typically developing children and the impact of language delay and disorder, disability, learning difficulties and deafness on these interrelated processes. It introduces the subsystems of language and explores the development of language, including sign language, from preverbal communication through to complex language and discourse. Tools and strategies to support observation, classification and assessment of communication and language abilities are also explored. The subject addresses the impacts of learning difficulties, deafness, disability and neurodiversity on language and communication and presents current research on developing communication and language in diverse learners, including those using Auslan or Augmentative and Alternative Communication to communicate.

View detailed information in the Handbook

This subject explores learning across the school years from a developmental perspective with a focus on understanding the processes involved in how learners learn. It also investigates how difficulties with learning arise related to cognitive processes like attention, information processing, executive functioning, and self-regulation. The relevance of the science of learning to classroom interactions will also be investigated, with a focus on the use of evidence-based principles of instruction and multi-tiered logic and collaborative practice in support of effective differentiated practice for diverse learners.

View detailed information in the Handbook

Responsive teaching in numeracy is critical not only for sustainable learning, but also for the emotional and social wellbeing of learners with mathematics learning difficulties including dyscalculia. Evidence-based assessment and intervention enables practitioners to meet learners at their points of need and guides change for inclusive practices through multi-tiered systems of support.

This subject draws on developmental, cognitive and neurocognitive perspectives to examine learning difficulties in mathematics and implications for assessment, instruction, intervention, engagement and wellbeing of learners. Relevant diagnostic and instructional models are critiqued in terms of their theoretical bases, empirical support and implications for implementation. Specifically, an explicit structured approach using the concrete-representational-abstract model to build essential conceptual, procedural and declarative knowledge of mathematical concepts will be examined. Knowledge will be applied through practical assessment tasks using a clinical teaching approach within their own settings. The subject concludes with strategies for implementing change at a broader level to more effectively meet the needs of learners experiencing mathematics learning difficulties.

View detailed information in the Handbook

This subject introduces the topic of brain function, the way language is processed in the brain, and the impact of sensory and/or language impairment on development. It will consider models of information processing and speech perception and the impact of deafness on how we hear and process sound. The impact of otitis media and auditory processing disorders on language development, learning and implications for classroom management will be explored. Indigenous ear health and hearing loss will also be considered. Students will learn to interpret audiological test results and understand the fitting and use of sensory aids and other assistive listening devices. Students will learn about auditory development and how to develop children’s listening skills. Students will learn to evaluate the listening environment.

View detailed information in the Handbook

This subject examines contemporary research in language acquisition and the links between language, learning, literacy and behaviour. Frameworks are provided for educators to use, to describe, and monitor speaking and listening knowledge and skills. These frameworks assist educators to break language into its main components and examine the basic rule systems. The underpinning cognitive skills that support language learning are also discussed.

The subject looks at developmental trends and implications for delayed language acquisition and language difficulties. It also explores signed and augmented alternative language systems.

The subject examines a variety of formal and informal procedures and assessments to monitor language development and to identify strengths and areas of growth. Pedagogy associated with whole class instruction that fosters oracy along with evidence based small group and individual intervention strategies for learners with language difficulties are examined.

View detailed information in the Handbook

This subject will consider how educators can better understand ways in which people with neurodevelopmental conditions and those identifying as neurodivergent interact and experience the world, and how that impacts on learning, wellbeing and inclusion. Qualities of neurodiversity that will be covered include autism spectrum conditions, intellectual disability, and attention-deficit/hyperactivity disorder, as well as common comorbidities.

The subject combines research and theory from neuroscience, education, psychology, and sociology, to create a multidisciplinary evidence-base aligned with the science of learning. It will combine this research and theory with tiered and strength-based models of intervention. This subject will develop skills that will lead to understanding how to implement sustainable and naturalistic interventions tailored to diverse learners that are responsive, inclusive and evidence based.

View detailed information in the Handbook

This subject together with EDUC90846 Learning Intervention 2 comprises the compulsory [AQF] Capstone experience for Stream A of the Master of Learning Intervention (MLI) course encompassing the three separate specialties of Deaf Education (DE), Learning Difficulties (LD) and Disability (D).

This subject will introduce students to various approaches in educational research across the three specialties. This will include a focus on the use of research to inform and improve education practice for students with disabilities, learning difficulties or hearing loss. It will be structured around an investigation of several major methodologies used in such research, researching educational practice (REP), ethical issues with practitioner research, using literature, and classifying research by purpose and method.

Students will apply their learnings when undertaking a 15 day practicum placement in an educational setting that includes learners with disability, learning difficulties or hearing loss. They will engage in directed observation and interaction with learners, refining skills in planning, implementing and evaluating educational interventions.

Students will complete a literature review and an extensive case study developed after a continuous process of assessment, data collection, intervention and evaluation with a learner with disabilities, learning difficulties or hearing loss in areas such as language, literacy, numeracy, mental health/well-being, thinking and learning, exceptionality, behaviour and audiology.

View detailed information in the Handbook

This subject together with EDUC90845 Learning Intervention 2 the compulsory [AQF] Capstone experience for Stream A of the Master of Learning Intervention (MLI) course encompassing the three separate specialties of Deaf Education (DE) Learning Difficulties (LD) and Disability (D).

The subject will deepen students’ knowledge of educational research and their ability to apply theory to practice. Through collaborative workshops, students will explore collecting and analysing student data, utilising evidence-based research to inform intervention and reporting findings. Through the evaluation of the evidence-base of different educational practices (REP), identification of ethical issues with practitioner research, and reflection on learnings from Learning Intervention 1, students will refine and further advance their capacity to improve educational outcomes for students with disabilities, specific learning difficulties or hearing loss.

Students will apply their learnings when undertaking their second 15 day practicum placement in an educational setting that includes learners with disability, learning difficulties or hearing loss. They will then engage in directed observation and interaction with learners, refining skills in planning, implementing and evaluating educational interventions.

Students will produce an extensive case study and intervention plan developed after a continuous process of assessment, data collection, intervention and evaluation, with a learner with disability, learning difficulties or hearing loss in areas such as language, literacy, numeracy, mental health/well-being, thinking and learning, exceptionality, behaviour and/or audiology.

Students will produce a capstone report in the style of a journal article reflecting on their development as an evidence-based practitioner.

Please note: DE Students who do not have competence in Auslan are expected to successfully complete Module 1 of Auslan Certificate 2 (or equivalent) prior to taking this subject. Auslan courses are offered at a number of TAFE colleges (or equivalent) nationally.

View detailed information in the Handbook

This subject, together with EDUC90334 Minor Project in Education 2, comprises the Capstone experience for Stream B (non-placement pathway) of the Master of Learning Intervention. Drawing on theory, knowledge and skills developed throughout the Master of Learning Intervention, students will complete a critical literature review focused on a research topic related to their individual specialisation of disability, learning difficulties or deaf education.

View detailed information in the Handbook

This subject, together with EDUC90335 Minor Project in Education 1, comprises the Capstone experience for Stream B (non-placement pathway) of the Master of Learning Intervention. For this subject, students will learn the fundamental concepts related to conducting a research project in education. Drawing on theory, knowledge and skills developed throughout the Master of Learning Intervention, and the contents of the subject, students will design and describe a research project to address a research question related to their individual specialisation of disability, learning difficulties or deaf education.

View detailed information in the Handbook