The course will help students design and implement courses in teaching human relations. The course is available for one year full-time or two to four years part-time.
Master of Education*
In 1984, students can choose either the General Stream, the Learning Disabilities Stream, the Social and Emotional Wellbeing Studies Stream, or the Integrated Studies Stream (Home Crafts).
Graduate Diploma in Evaluation and Assessmentt
Graduate Diploma in Mathematics Education
Graduate Diploma in Outdoor Educationt
Graduate Diploma in Physical Educationt
Graduate Diploma in Records Management and Archives Administrationt
Graduate Diploma in Visual Communication t
Admission and Enrolment Procedures
Information on Graduate Courses and Selection
Application for Admission to Courses and Enrolment Dates
Interviews
Application for Admission with Advanced Standing
Enrolment
Change of Name or Address
Change of Subject
Leave of Absence
Withdrawal from Course
Special Consideration
Appeals
Transcript of Academic Record
Application for Non-Course Enrolments
Official Notices
Confirmation of Qualifications
General Regulations
Fees
Objection to Payment of Fees
Deferred Payment of Fees
Policy on Refund of Fees
Course Advisers, Executive Officers, and Selection Officers
External Studies
Procedure for Obtaining a Reference for Employment as a Teacher
Student Services
Student Services Officer
Careers and Employment Officer
Student Health
Student Counselling
Housing
Part-time Employment
Education Department Accommodation
Financial Assistance
Tertiary Education Assistance Scheme
Students are strongly advised to complete and return their application forms as soon as possible. Inquiries about the scheme and requests for application forms should be addressed to the Director, Victorian State Office.
Students' Loan Fund
Applications for aid are invited each year from students who are about to start a course, from students who have partially completed their course and from students who have already received benefits under the scheme: All students must apply to be entitled to help are evaluated every year.
Education Resource Centre
Shelf Arrangement and Location
Loans
Reader Education
Acquisition of New Materials
The Catalogues
ERC Hours
ERC Guide
Staff
Teaching Staff
Art and Design
Biology
Business Studies
Chemistry and Physics
Crafts
Curriculum Studies
Drama
Staff 23
Norman Price, DipDrama NIDA BA Rockhampton DipEd Melb GradDipSpEd MSC Peter J Ralph, DipArt RMITTSTC EdDeptVic BEd MSC.
Educational Psychology
Educational Sociology and Social Studies
Geography
History and Politics
Language and Literature
Librarianship
Mathematics
Media A rt s and Education
Music
Philosophy
Physical Education, Health and Recreation
Psychology
School Experience
Special Education
Non-teaching Staff
Graduate Diploma in Education
Admissions and Students' Records Office
Graduate Diploma in Adolescent and Child Psychology
Contents
Regulations for the Course for the Graduate Diploma in Adolescent and Child Psychology
Advice to Students
Aims of the Course
Structure of the Course
Subject Descriptions
Biological Bases of Development (ACFO1)
Affective Development (ACFO2)
Adolescent Cognition (ACFO3)
Personal and Interpersonal Transitions in Family, School and Work (ACF04)
Issues in Developmental Theory and Methodology (ACF05)
Research Project (ACF06)
This course is designed to enable students to apply knowledge of psychological theory and research methodology when researching a topic in the field of adolescent and child psychology and to develop their skills in research design, data collection, analysis and interpretation. expand. Students conduct an empirical research on a topic within the field of youth and child psychology.
Introduction to Professional Practice (ACF08)
It is absolutely necessary for the study to be completely original in nature; however, it is expected that some element of originality will be introduced into the study.
Graduate Diploma in Computer Education
Regulations for the Course for the Graduate Diploma in Computer Education
The overall aim of the course is to prepare computer literate teachers, namely those who have acquired the appropriate knowledge and skills to learn about computers and the appropriate knowledge and skills to teach with computers.
Structure of Course
Discipline Strand Electives
Professional Strand Electives
Assessment
Core Subjects
Computer Education (COF01)
Applications of Computer Technology (COF02)
Computers and Programming (COF03)
Principles of Instructional Design and Evaluation (COF04)
Research/Development Project (COF05)
Implications of Computer Technology (COF06)
Elective Subjects
Discipline Strand Electives Computer Architecture (COF11)
Evaluation of Computer Systems for Use in Schools (COF12)
Further Programming (COF13)
- The following topics will be studied in the context of the Pascal programming language
- Survey of languages and their application; recent trends in language design
Social, Political and Psychological Implications (COF14)
Programming Languages and Software Tools (COF15)
Artificial Intelligence (COF16)
Assembly Language (COF17)
Computer-based Learning Systems (COF21)
Electronic Data Processing and its Application in the Teaching of Commercial Subjects (C0F22)
Readings in Computer Education (C0F23)
Simulation and Modelling (C0F24)
Teaching Computer Studies (C0F25)
The Computer in Humanities and Social Science Teaching (C0F26)
Organization for Economic Co-operation and Development Center for Educational Research and Innovation The use of the computer in the teaching of secondary school subjects London: OECD 1976 Smith, J M Literary Computing Computer Education.
The Computer and School Management (C0F27)
The Computer in Science and Mathematics Teaching (C0F28)
Graduate Diploma in Curriculum
Regulations for the Course for the Graduate Diploma in Curriculum
Outline of the Course
Curriculum Theory and Practice
Curriculum Development (CGF12)
Curriculum Evaluation (CGF13)
Curriculum Decision-making and Implementation (CGF14)
Curriculum Foundations (CGF11)
Project (CGF15)
Primary School Curriculum (CGF21)
Secondary School Curriculum (CGF22)
Curriculum P-12 (CGF23)
Career Education and Vocational Development (CGF31)
Cognitive Development and Curriculum Planning (CGF32)
Comparative Curriculum Studies (CGF33)
Designing Individualised Programs (CGF34)
Inquiry Process in School Curriculum (CGF35)
Sexism and the Curriculum (CGF36)
Subject Area Specialisation (CGF37)
Graduate Diploma in Drama in Education
Regulations for the Course for the Graduate Diploma in Drama in Education
To satisfy the entrance requirements for admission to the course for the Graduate Diploma in Drama in Education a candidate must have
To be awarded the Graduate Diploma in Drama in Education, a student shall have pursued his/her studies for at least one year
The subject of the course, and the conditions on which such subjects may be taken, shall be as prescribed from time to time by the Academic Board
The regulations of the course, together with the details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of the Melbourne College of Advanced
No student may pursue a course of study or receive credit for subjects taken unless the proposed selection of the subjects has been approved by the Academic Board. It is the responsibility of each
The Academic Board may allow a student to include In the course subjects offered by another institution which are, in its opinion, of an appropriate standard, and relevant to the student's course
Students enrolled in the course may undertake studies on either a full-time or part-time basis, provided that the total duration of such studies does not exceed four years
The subjects for the Graduate Diploma in Drama in Education are
The Graduate Diploma in Drama in Education may be awarded to a student who has
Purpose of the Course
Content and Structure
Admission Requirements and Duration
Foundation Studies in Drama (DRE01)
Drama in Education Studies (DRE02)
Elective Studies (DRE03)
Programmed Elective Studies
Individual Projects
Further studies in school mathematics (see secondary science and mathematics) Further studies in school science (see secondary science and mathematics).
Regulations for the Course for the Graduate Diploma in Education
Introduction
Part-time Students
Programs and Teams
- Subject-based Program
- Core/Elective-based Program
- School-based Program
- Contract-based Program
- Elective-based Program
- Community-based Program
Grading is the responsibility of the team staff and the final result is based on a review of the student's work for the year. Assessment for each elective is described in the list of electives offered and is the employee who leads the elective who is responsible for it.
Teams
Method of Teaching - Arts and Crafts is taken as dual method Prerequisite: An approved art degree or equivalent curriculum. This unit is closely coordinated with the Teaching Method - Commerce unit in the secondary school, so it offers a variety of learning experiences and activities.
Syllabus
An examination of the methods of teaching social studies and integrated programs in grades 7 to 10 in high school and of teaching politics in grades 11 and 12, including:. Students who are in group (b) above undertake mother tongue pedagogy as part of the dual method.
Instrumental (MOT27/28/29)
This study is available as either a single or dual method study. The dual method can be undertaken by two groups of students: (a) those who have completed two languages successfully for three years at tertiary level: (b) students who are fluent native speakers of common Mediterranean languages. A detailed analysis of the methods of presenting important concepts in the classroom is emphasized by referring to the use of concrete and visual aids.
88 Methods of Teaching
- Part 1 is concerned with the rationale and techniques appropriate to the teaching of chemistry at the senior secondary school level
- consists of a series of advanced lectures on the teaching of chemistry at all school levels as well as a chemical education research project
- Assessment is based on the submission of at least two assignments
- Students are assessed on individually contracted projects
The method is similar to the teaching method - Junior Science A, but focuses only on the fundamental issues in teaching science in Years 7-10. Prerequisite: This method study can only be taken in conjunction with the teaching method - Mathematics for Higher Education.
Graduate Diploma in Human Relationships Education
Regulations for the Course for the Graduate Diploma in Human Relationships Education
- To satisfy entrance requirements for admission a candidate will be required to have completed
- To be awarded the Graduate Diploma in Human Relationships Education, a student shall have pursued the required studies for a minimum of one year of full-time study or its equivalent of part-time
- Except where special permission is granted by the Academic Board for this to be exceeded, the maximum duration of enrolment shall be two years of full-time study or four years of part-time study
- The subjects of the course and the conditions on which such subjects may be taken shall be as prescribed from time to time by the Academic Board
- The regulations for the course together with the detail of studies and the prerequisites and special entry conditions shall be published in the Handbook of the Melbou rn e College of Advanced Education
- No student may pursue a course of study or receive credit for studies taken unless a proposed program of studies has been approved by the Academic Board. h is the responsibility of each student
- The Graduate Diploma in Human Relationships Education may be granted to a student who has complied with the prescribed conditions and has passed the subjects of the course set out below
This course is intended for those involved in teaching, nursing, welfare, counseling and related fields. Regular attendance and participation in classes in all subjects is expected, given the nature of the course.
Aims of Course
It is open to candidates with a degree or equivalent qualification and/or experience. There are two semesters of 14 weeks each, as school and university holidays are observed.
Human Development (HRF01)
Interpersonal and Social Processes in Human Relationships (HRF02) -
Sex and Gender (HRF03)
Values and Human Relationships (HRF04)
Human Sexuality (HRF05)
Human Relationships Skills and the Professional Environment (HRF06)
The skills acquired in the core part are tested in the elective part, where the student chooses an academic elective in collaboration with the teacher. Field-based electives can occur in the student's own professional environment or in an alternative environment.
Human Relationships Training (HRF07)
The core component deals with strategies for identifying the needs of the client and oneself in the professional environment, communication skills and problem-solving skills; and strategies for developing programs in human relations with content areas of a socially sensitive nature. Abt, C (ed.) Evaluation of social programs New York: Sage 1976 Knowles, M Independent learning Chicago: Follett Publishing 1975 Miles, M Learning to work in groups New York: Teachers' College Press 1973 Evaluation.
Graduate Diploma in Inter-ethnic Studies and Education
Regulations for the Course for the Graduate Diploma in Inter-ethnic Studies and Education
Course of Study
Field Experience Program (IED06/66)
Education for a Multicultural Society (IED44/45)
Linguistics and Language Teaching (IED54/55)
Community Language Study (IED36)
Graduate Diploma in Librarianship
Regulations for the Course for the Graduate Diploma in
- To satisfy the general entrance requirements for admission a candidate must have
- To be awarded the Graduate Diploma in Librarianship a student shall have pursued his/her studies for at least one year
- The subjects of the course and the conditions on which subjects may be taken shall be as prescribed by Council on the recommendations of the Academic Board
- The regulations for the course together with the details of subjects and the prerequisites and special entry Conditions shall be published in the Handbook of the Melbourne College of Advanced Education
- No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of subjects has been approved by the Academic Board. It is the responsibility of each
- At the discretion of the Academic Board, exemption from some of the requirements of a subject may be granted to students who submit evidence of having previously completed studies and/or
- The Graduate Diploma in Librarianship may be granted to a student who has complied with the prescribed condition and has gained a cumulative score that equals or exceeds 36 points including
- The allocation of point scores is as follows
The course is designed to provide professional education in librarianship for approved graduates or diplomas. The course is organized into two semesters, each of 15 College teaching weeks, and eight weeks of practical professional practice including school experience or internship and field work.
Booklists
The first three weeks, as indicated in the College Program (see pages 6 and 7), consist of an introductory program which may include off-campus library experience, designed to provide the basis for the year's work. Progress through the course is determined by progressive assessment involving a combination of methods such as written examination, oral examination, essay, major and minor assignments, group oral presentations, fieldwork and/or classroom tests.
Further Information
Education Resource Centre (LIF01) 3 points
Resource Materials — Selection and Evaluation
Reading Interests and Research (LIF03) 3 points
Bibliographic Organisation 1 (LIF04) 3 points
Libraries in Society (LIF05) 3 points
Information Media and Users (LIF06) 3 points
Bibliographic Organisation and Retrieval of
Students must achieve a satisfactory assessment of all the following points: preparation for, attendance at and participation in lectures, seminars and workshops; presentation of a major assignment (3,000 words); a class test; and satisfactory completion of a production task. To pass this subject, students must achieve a satisfactory standard in a range of assessment requirements which may include tests, essays and assignments.
Resource Centre Administration (LIF11) 3 points
Library Administration (LIF16) 3 points
Diploma Research Paper (LIF23) 3 points
Students will be able to fulfill the requirements of this course in one of the following ways: submission of a thesis on an approved topic in the field of librarianship, resources and teaching or libraries and education; submission of a thesis on a research topic initiated by a member of staff; or participation in a practical workshop course. Based on the submission of a satisfactory thesis on an approved topic or words of a research topic initiated by staff); or a practical workshop course where assessment is based on individual and group presentations and participation.
School Experience (LIF00) 3 points
Special Field Work (LIF10) 3 points
Students must be enrolled in or have completed at least 6 points worth of courses, including LIF08, before commencing the internship and must be enrolled in or completed LIF02 and LIF16 before undertaking their final 10 days. Twenty days of satisfactory practical experience is required, provided the lecturer in charge accepts the absence caused by extraordinary circumstances.
Children's Literature (LIF12) 3 points
It is expected that the student will be able to communicate effectively with users; work effectively with adults, including teachers and other library staff; know the range of resources available and the tools to locate them, and apply this knowledge; provide efficient resources; process resources for recovery and use; and audiovisual hardware industry.
Literature for Young Adults (LIF15) 3 points
Based on a 30-item reading diary, a tutorial paper, a reading survey and an audiovisual presentation.
Introduction to World Literature (LIF41) 3 points
Special Problems in Curriculum
Bibliographic Organisation 2 (LIF14) 3 points
A C The Subject Approach to Information 2nd edn London: Bingley 1971 Goodman, D M Bibliographic control of library materials Canberra: CAE 1978 Guildford, E Towards a catalog of the future Newcastle University 1979 Homer, J Cataloging London: AAL 1970 Based on tests the essay is about 1500 of words, laboratory exercises with computer-generated bibliographies and participation in the program of lectures/seminars.
History of Books, Printing and Libraries
Books, Printing and Publishing
History of Libraries
Comparative Librarianship (LIF19) 3 points
Australian Bibliography (LIF21) 3 points
Literature of the Social Sciences
Resource Materials — Social Sciences and
Resource Materials — Science and Mathematics
Topics include an introduction to the nature of science; examination of science and mathematics programs used in Australia and overseas, and their underlying aims; the selection of trade books, magazines and audio-visual materials, and their use in science and mathematics teaching.
Literature of the Humanities (LIF26) 3 points
Design and Construction of Materials for
Individualised Learning (LIF27) 3 points
Kemp, J E Design and production of audiovisual materials 3rd edn New York: Crowell 1975 Romisoznski, A J Selection and use of instructional media London: RKP 1977 Assessment. Assessment is based on participation and involvement in the workshops: demonstration of advanced skills through the preparation of specific sets of materials (equivalent to 1,500 words); evaluating the learning outcomes of a commercially prepared unit of a multimedia kit or simulation game; a major paper of 1,500 words on the selection and evaluation of audiovisual materials and/or equipment for school libraries; and a major assignment of 2,000 words.
Child Development (L1F28) 3 points
Literature of Sciences and Technology
The student must achieve a satisfactory standard in a combination of a range of assessment requirements, including essays, oral presentations, fieldwork projects, and attendance at, and participation in, lectures and seminars/workshops. There is a big assignment: either an essay or a fieldwork or case study project words); and two short assignments of 750 words each.
Designing Programs for Individualised
Designed to teach selected aspects of how the reading process takes place and relate these to the work of the librarian. Topics include historical background - different forms of written communication that have developed in the past; reading goals and skills - description and assessment of goals, skills and competencies related to the reading process; methods of teaching people to read — an overview of different methods, e.g.
Advanced Audio-Visual Production
Students work in small groups on self-initiated projects to develop advanced skills in the operation of a variety of audiovisual equipment, and produce a kit or set of audiovisual materials for use in a library for educational or publicity purposes. Kemp, JE Planning and production of audiovisual material 3rd edn New York: Crowell 1975 Kinder, J Using Instructional Media New York: Van Nostrand 1973.
Libraries and Computerisation (LIF33) 3 points
The overall objective is to achieve advanced skills in equipment operation and material production to enable the student to experience first-hand the potential of media and its specific application in a resource center or library. Two minor assignments, equivalent to essays of 1500 and 2000 words and a major assignment in the operation of advanced equipment.).
Language Skills — Oral and Aural (L1F34) 3 points
Drama and the Library (LIF35) 3 points
Writing for Children (LIF36) 3 points
The Library and Special Groups (LIF38) 3 points
Librarianship's Response to Change (LIF39) 3 points
Government Publications (LIF42) 3 points
Joint-Use Libraries (LIF43) 3 points
Bibliographic Organisation and Retrieval
Reading and Conference (LIF99) 3 points
There must be a demonstrable connection between the student's professional expertise, the proposed program and its application to librananship or information science.
Graduate Diploma in Mathematical Sciences
Regulations for the Course for the Graduate Diploma in Mathematical Sciences
To satisfy entrance requirements for admission to the course, a candidate will be required to have completed
To be awarded the Graduate Diploma in Mathematical Sciences, a student shall have pursued the required studies for a minimum of two years of half-time study or one year of full-time study or its
The content of the course and the conditions on which the course may be taken shall be as prescribed from time to time by the Academic Board
The regulations for the course together with the details of studies and the prerequisites and special entry conditions shall be published in the Handbook of the Melbourne College of Advanced Education
No student may pursue a course of study or receive credit for studies taken unless the proposed program of studies has been approved by the Academic Board. It is the responsibility of each student
The Graduate Diploma in Mathematical Sciences may be granted to a student who has (a) complied with prescribed conditions, and (b) has obtained at least 36 points made up of no less than 18 points
Preamble to Table of Subjects
Computer Science (and Applications) Evening Classes
Pure and Applied Mathematics (other than Computer Applications)
In the details of items passed on, items with CS codes have been kept together and given first;. The list of CS and MA codes is essentially as given in the Bachelor's handbook under Computer Studies and Mathematics respectively, and the MA subjects have therefore not been regrouped into groups 1,2,3 and 4 shown above.
Course Outline
General Structure of the Course
Subject Descriptions and Availability
Level
Level
Computer Studies A10 (CSA10) 9 points
Computer Science 1
Computer Studies B01 (CSB01) 4 points
Computer Organisation and Assembly Programming
Computer Studies B02 (CSB02) 4 points
Programming Systems
Computer Studies B03 (CSB03) 4 points Operating Systems
Computer Studies C01 (CSC01) File Structures and Databases
Computer Studies CO2 (CSCO2) Programming Languages
4 points
Computer Studies CO3 (CSC03) 4 points Computers in Education
Mathematics A00 (MAA00) 9 points
Probability and Statistics: Elementary probability concepts: standard probability distributions, including binomial and normal distributions, with applications; sampling: techniques for summarizing, describing and representing data; introduction to inference, including analysis of categorized data. Banger, M L Calculus — Modeling Approach 2nd ed E Introduction to Mathematics for Life Sciences 2nd edn Berlin: Springer-Verlag 1975 Assessment.
Linear Algebra 1
A reading assignment, class work and written work completed during the year will also be taken into account.
Number Systems and Further Calculus
Campbell, H E & Dierker, P F Calculus with Analytic Geometry Prindle, Weber & Schmidt 1978 Thomas, G B & Finney, R L Calculus with Analytic Geometry 5th ed. Addison-Wesley 1979 Dudley, U Elementary number theory.
Mathematics A07 (MAA07) 3 points
Mathematics All (MAA11) 3 points
Calculus
Probability and Statistics 1
Differential Equations and Applications
Numerical Methods and Programming
Linear Algebra 2
Analysis B
Analysis A
Probability and Statistics 2
Statistical Analysis
A general linear model, especially for use in regression problems, including multiple and polynomial regression, and in the analysis of one-way and two-way classifications. R J Introductory Statistics 3rd edn New York: Wiley 1977 Mood, A M & Grayhill, F A Introduction to the Theory of Statistics New York: McGraw-Hill 1963 Mosteller, F & Rourke, R E K Sturdy Statistics Reading (Mass): Addison-Wesley 1973 Rao, C R Linear statistical inference and its applications New York: Wiley 1973 Assessment.
Mathematics B31 (MAB31) 4 points Mechanics
Mathematics B32 (MAB32) 4 points Vector Calculus
Boundary Value Problems and Differential Equations
Numerical Analysis 1
Abstract Algebra 1
Mathematics CO1 (MAC01) 4 points Abstract Algebra 2
Mathematics CO2 (MACO2) 4 points Combinatorics and Number Theory
Mathematics CO3 (MAC03) Geometry
Mathematics C11 (MAC11) Complex Functions
Mathematics C21 (MAC21) 4 points Probability and Statistics 3
Mathematics C23 (MAC23)
Probability and Stochastic Processes
Mathematics C31 (MAC31)
Mathematical Methods
Mathematics C32 (MAC32)
Linear Programming
Networks: Flow Theory and Applications
Numerical Analysis 2
Reading and Research in Mathematics Education
Point Set Topology
Mathematics C91 (MAC91) Mathematical Modelling
3 points
History of Mathematics
Mathematics C93 (MAC93) 3 points
Developments in Mathematics Education
Mathematics C94 (MAC94) 6 points
Modelling and Mathematics Education
School Mathematics (MAS19) 2 points
Project Subjects
Graduate Diploma in Special Education
Regulations for the Course for the Graduate Diploma in Special Education
SPF12 Art and the Exceptional Child (Basic) 2. SPF13 Assessment and Remediation of Language Difficulties 2 SPF16 Instructional Approaches to Teaching Reading to People with Disabilities 2. SPF18 Drama and the Disabled Child 2. SPF19 Early Development of child22. in special education settings 2. SPF24 Nutrition studies and health education 2. SPF38 Mathematics education for people with disabilities 2. SPF43 Socialization, employment and independence for people with disabilities 2. SPF47 Textile topics and crafts for people with disabilities disabilities 2. Assessment of Discussions SPF51 2 SPF52 Assessment and remediation of difficulties in mathematics 2. SPF57 Instructional technology in special education 2. SPF14 Behavioral methodology in special education 2. SPF17 The culturally diverse child 2. SPF33 Organizational procedures for special environments SPF2. 2 Social Work in Education 2. SPF48 Teacher and Human Relations 2. SPF55 Law and Disability 2. Graduate Diploma in Special Education is a one-year postgraduate course which provides an introduction to all areas of teaching children with disabilities limited, with the exception of children with hearing deficits.
Regulations
Studies Available
Strand Descriptions and Enrolment Requirements
For enrollment requirements, students should refer in particular to Note 4 after the Education Regulations in this section. For enrollment requirements in this section, students should specifically refer to Note 5 after the Education Regulations, page 161.
Organisation of the Course
This Strand aims to provide the student with a range of learning experiences with the disabled or disadvantaged child and a range of techniques (particularly in the area of Homecrafts) which will assist the development of the children with whom he or she works. This section aims to provide the student with an understanding of people with moderate to severe intellectual disabilities.
Class Hours
It also aims to develop the skills necessary to enable the student to function as an effective team member of staff in special education schools and settings.
Course Advice
Books
Subjects
Studies of Children and Adolescents with Special Needs (SPF59)
2 points
Assessment Approaches and Practices
Curriculum and Teaching Approaches
Systems of Suppo rt for Exceptional Children
Subjects
School Experience Practicum (SPF07) 9 points
Research Method in Special Education
Special Assistance Practicum (SPF63) 3 points
Art and the Exceptional Child (Advanced) (SPF11)
Art and the Exceptional Child (Basic) (SPF12)
Assessment and Remediation of Difficulties in. Language (SPF13)
Behaviour Methodology in Special
Johnson, K R, Chase, P N & Maass, C A Personalized System of Instruction Study Guide to Sulzer-Azaroff/Mayer Chicago: Holt, Rinehart & Winston 1977.
Instructional Approaches for Teaching
Reading to the Handicapped (SPF16) 2 points
The Culturally Different Child (SPF17) 2 points
Drama and the Handicapped Child (SPF18) 2 points
Early Childhood Development and Education
Education of the Mentally Retarded (SPF20) 2 points
Education of the Physically Handicapped
Homecraft Curriculum in
Special Education Settings (SPF23) 2 points
Food Study and Health Education (SPF24) 2 points
Independent Study (SPF28) 2 points
Motor-Sensory Programs (SPF32) 2 points
Doman, G What to do about your brain-injured child New York: Doubleday 1974 Divoky, D & Schrag, P The myth of the hyperactive child New York: Dell 1975 Gesell, A The First Five Years of Life London: Methuen 1950. Based on attendance and active participation in at least 80 percent of theoretical hours and 100 percent of practical hours.
Organisational Procedures for Special Settings
Introduction to Parent Counselling (SPF34) 2 points
Mathematics Education for the Handicapped
Education of the Socially Disadvantaged
Social Work in Education (SPF42) 2 points
Socialisation, Employment and Independence
Threads and Textilecrafts for Handicapped Persons
The Teacher and Human Relations (SPF48) 2 points
Education of the Emotionally Disturbed
Assessment and Remediation of Difficulties
Focused on classroom practice, this course explores the diagnosis and resolution of difficulties in learning mathematical concepts and skills in elementary and secondary education. The subject includes learning in the math context; types of errors made when troubleshooting; assessment and diagnosis of math problems; factors involved in structuring learning experiences for math achievers; and evaluation of various commercially available curricula for their value to low-achieving students.
Education of Children and Adolescents
Based on satisfactory completion of at least one of the following: an evaluation of a selected mathematics diagnostic scale, production of a learning program suitable for learning disabled children in a selected content area, review of current literature examining mathematics learning disabilities, production of a validated diagnostic mathematics test, written exam.
Law and the Handicapped (SPF55) 2 points
Instructional Technology in Special Education
Trained Special Teacher's Certificate
Regulations for the Course for the Trained Special Teacher's Certificate
School Expenence Program
The coursework assessment requirements are as set out for the 1984 Special Education Diploma, except that one element will be eliminated in each case. Course descriptions are as given for the 1984 Diploma in Special Education with the exception of grading details as explained above.
Master of Education
Regulations for the Course for the Master of Education
Objects of the Course
Course Structure
Course Content
Combination of Sections of the Course
Proportional Value of the Three Sections
I give to the Melbourne College of Advanced Education (or its successors) the amount to be paid duty free and I direct that the receipt of the Director or other authorized officer of the College be accepted as sufficient discharge for the same. '. In cases where a substantial gift or bequest is made, the name of the benefactor or of any person nominated by the benefactor will be perpetuated and appropriate public acknowledgment will be given, e.g.
