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POSTGRADUATE CERTIFICATE in EDUCATIONAL STUDIES (HEARING IMPAIRED) Subject Code 9811ID Postgraduate Certificate in Educational Studies (Hearing Impaired). POSTGRADUATE CERTIFICATE IN EDUCATIONAL STUDIES (SPECIAL EDUCATION) Course code 981SE Postgraduate Certificate in Educational Studies (Special Education).

Contact 36 hours for internal mode students. External mode students can expect a total workload of approximately 240 hours

This topic involves an in-depth study of the developmental process during the early childhood period. An examination of the changing nature of childhood and families and of the consequent changes in the parental role. Develop an understanding of the general and specialized curriculum and classroom practices used in the education of students with hearing loss.

Demonstrate an understanding of the techniques used to observe and assess students with hearing loss.

Contact 30 days practicum experience including a 2 day counseling workshop plus 6 hours of tutorials

Develop an understanding of the skills and strategies used to communicate effectively and sensitively with parents of students with hearing loss. Demonstrate an understanding of the roles of various professionals working with students with hearing loss. Available in these courses MEd, MEdHearinglmp, PGDipEdStud(HI), PGDipEdStud, PGCertEdStud Offered Parkville Campus or external mode (Perth/Brisbane), Semester 2.

Develop an understanding of the teaching strategies and techniques used to facilitate communication development in students with hearing loss.

Contact 18 hours of lectures, 12 hours of workshops and 90 non-contact hours of private study Prerequisite 472-606 Studies in Deaf Education, 472-607 Early Language Development or approved

Contact 18 hours of lectures, 12 hours of workshops and 90 non-contact hours of private study Prerequisite 472-606 Studies in Deaf Education and 472-621 Audiology in Education or approved

Demonstrate an advanced understanding of the impact of childhood disability on parents and family. Demonstrate an advanced understanding of the application of a variety of early childhood intervention models. Demonstrate an awareness of the need to observe and document the development of preschoolers and students with disabilities.

Demonstrate an awareness of the need to observe and document the development of preschoolers and students with disabilities.

Contact 24 hours Staff Erica Frydenberg

477-802 Assessment and Teaching of Speech to Hearing Impaired Students, and 477-803 Assessment and Teaching of Language to Hearing Impaired Students, or equivalent. This subject is designed to meet the needs of educators seeking to improve their curriculum practices. This subject addresses early child development theories and their application to early intervention for hearing impaired children; models of early intervention for hearing impaired children; principles of parent-focused early intervention; preverbal and verbal developments and their analysis in hearing-impaired toddlers; research on carer-child interactions; analysis of caregiver-child interactions; research related to play and social development in hearing-impaired pre-school children; analysis of peer interactions;.

476-643 APPROACHES TO TRAUMA AND GRIEF IN EDUCATIONAL CONTEXTS Available in these courses DEd, MED, MYHEM.

Contact 36 hours Special note

Available in these courses MEd, MAssess&Eval, MTmg&Dvt Offered Parkville Campus, Semester 1. Practical aspects of data management and analysis (using SPSS 10.0 for Windows) are included in the laboratory component. Topics include: selecting appropriate techniques to answer research questions; focus on describing group differences; specific techniques — may include multivariate analysis of variance, discriminant analysis, multidimensional scaling.

Contact 30 days practicum, plus three hours of lectures Special note

Major and current research in the areas of personality, intelligence, and interests will be investigated. Since the individual's learning, development, and adaptation occur within a variety of social contexts, namely the school, family, and peer group, the role of support systems within the school, family, and community is considered. This course examines contemporary theories of learning, individual differences in learning, competence versus performance, cognitive and social influences on the means by which individuals display knowledge, the development, implementation and evaluation of appropriately referenced learning procedures, development trends in acquiring knowledge. in the areas of literacy and mathematics,

Throughout, the focus is on how these issues can inform the work of the educational psychologist.

Contact 24 hours — a one or two day orientation at the beginning of the year and the remaining hours will be set in 2 hours sessions over the second semester

The role of the educational psychologist in working with exceptional individuals, their parents and multidisciplinary teams is explored. These approaches are under investigation because they contribute to the treatment of the major developmental problems of childhood and adolescence and their manifestations in an educational setting, such as depression and ADHD, for example. Completion of the research project is designed to provide students with an appreciation for the processes involved in research, the development of practical skills, and the ability to evaluate published research in the area of ​​interest.

Students should see the Practicum Coordinator at the end of the first week of the semester to discuss placement.

Contact 30 days of practicum, plus up to three hours of lectures Prerequisite and/or corequisite 476-658 Practicum 2

Contact 35 days of practicum, plus up to three hours of lectures

A combination of measures is applied to gain insight into the student's progress, including: completing a logbook with a record of a prescribed task derived directly from the internship (approximately 1,500 words; 30 percent); formal assessment by the field supervisor (70 percent). 1998), Problems and Ethics in the Helping Professions, CA: Brooks Cole. Students must successfully complete the formal internship requirements, including attendance for the required number of days. A combination of measures are applied to gain insight into the student's progress, including: completion of a logbook containing a small field project report that includes a consultation process directly derived from the field internship (1,500 words; 30 percent); formal assessment by the field supervisor (70 percent). 1998), Problems and Ethics in the Helping Professions, CA: Brooks Cole.

The report should include analysis using item response modeling software, as well as interpretations of the results.

Contact 36 hours Special requirements

This course focuses on current issues related to the provision of programs and services to persons with disabilities. This course develops a model for assessing individual differences in learning by examining the assessment of both individual differences in learning outcomes across a range of domains and the processes that mediate these outcomes. The assessment model is the reference to an information processing model for understanding individual differences in learning.

A critical examination (8000 words) of a current issue/topic in the assessment of individual differences in learning and its practical implications for teaching and education.

Contact 36 hours Description

This course reviews educational measurement, assessment and evaluation studies that focus on learning outcomes and the factors that influence those outcomes. This course arises from work in the department's courses and includes the study of an aspect of the student's professional work. This course examines recent research, theoretical issues, and academic debate regarding literacy difficulties and intervention programs.

In this course students develop an understanding of group dynamics, group effectiveness, group leadership and group processes related to student learning and well-being.

Contact 30 hours Staff Liz Freeman

In addition, students explore theories of conflict management and critically evaluate their relevance to educational settings and student well-being. This course explores the values, ideologies and assumptions that influence social policy and assesses the impact of government social policy in relation to education in general and student welfare in particular. Systems theory and Egan's 'People in Systems' framework are presented as tools for critically analyzing the interplay between student welfare and societal issues.

Children and youth are examined through the developmental stages and transitions of these areas, through relevant social policy and services, ideologies and contemporary student welfare issues.

Contact 15 hours

This subject involves an analysis of the individual learning characteristics of particular groups of students with a specific focus on the middle school level and their implications for effective teaching. Parkville Campus, Semester 1. This subject is a foundation in the study of the education of gifted and talented children.

Available in these courses MEdMgmt, MEd, PGDipEdStud, PGCertEdStud, PGDipEdAdmin Offered Parkville Campus, Summer, Semester 1 or 2.

Available in these courses DEd, MEd, MAssess&Eval, MTrng&Dvt Offered either Parkville Campus or external (online) mode, Semester 2 Creditpoints 25. Available in these courses DEd, MEd, MAssess&Eval, MTrng&Dvt Offered either Parkville Campus or external (online), Semester 1 Credit points 25. Available in these courses DEd, MEd, MAssess&Eval, MTmg&Dvt Offered Parkville Campus, Semester 2.

Available in these courses DEd, MEd, MAssess&Eval, MTrng&Dvt Offered External (online) mode.

Contact 18 hours contact. 120 hours self directed learning in the workplace and the wider school sector

Contact 36 hours contact. 240 hours self directed learning in the workplace and the wider school sector

482-678 INTERCULTURAL COMMUNICATION IN EDUCATION Available in these courses MEd, PGDipEdStud, PGCertEdStud Offered at Parkville Campus, Semester 1. 482-681 EDUCATION POLICIES IN AUSTRALIA,Courses available at METE,These Parkville,Until available. us, Semester 1. 482-683 COMPARATIVE EDUCATION POLICY Available in these courses DEd, MEd, MEPI, MEM Offered Parkville Campus, Semester 2.

482-805 MARKETING IN EDUCATION Available in these courses DEd, MEd Offered Parkville Campus, Semester 1 Credit points 25.

Contact 36 hours

A study of the development, implementation and evaluation of the ELT curriculum with specific options available for different curriculum contexts. An examination of the concept of culture, its relationship to linguistic and interactional meaning, and of the inherent bicultural nature of the language classroom. A reflective journal covering the period of the professional development activity of 2,500 words (25 per cent); and an essay or project on a problem arising in connection with the activity to be negotiated with teachers of 5,500 words (75 per cent).

Performance or folio presentation of the work 5,500 words (75 percent) and a theoretical statement of approximately 2,500 words (25 percent).

Contact 12 hours plus 22 days of supervised observation Special note

Texts for young people will be explored in the context of changing attitudes towards childhood, changing social contexts and changing positions of evaluation. Demonstrated a broad knowledge of key approaches to teaching writing in the elementary and middle grades, and the ability to apply this knowledge to the development and evaluation of effective classroom practice. The course examines the impact of accessible and affordable new media technology on the conceptions and practice of the arts in music, drama and the visual arts.

The implications of new media technology are explored in a range of contexts from the fusion of fine art and popular culture, digital music composition and explorations of the presentation and reading of the `censored' and `live' image in the theater space.

Contact 18 hours Description

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