Faculty of Education

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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.

Monash University

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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




Dr Prasanna Srinivasan (Berwick); Dr Corine Rivalland (City); Dr Joseph Agbenyega (Peninsula)



  • First semester 2016 (Day)


  • First semester 2016 (Day)

City (Melbourne)

  • Term 1 2016 (On-campus block of classes)


This unit develops students' understanding of the factors involved in diverse learners' experiences in childhood development. It focuses on individuals with physical, cognitive or emotional differences and abilities, as well as differences created by social structures such as family, class, gender, and culture. Approaches to designing learning for children with delayed development, exceptional ability, emotional or behavioural problems are provided for critical reflection and discussion to develop students' ability to respond to varied children's needs. Major theoretical perspectives and current debates related to development are explored and students learn how to interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.


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

  1. develop an understanding of children's developmental and individual learning abilities
  2. explain how individual differences can be created by social and other factors
  3. apply knowledge of how to design learning for individual differences in classroom settings
  4. demonstrate the skills required to engage children with emotional, cognitive and behavioural needs in positive learning and developmental experiences
  5. demonstrate an awareness of the skills required to make connections with the home environment and other professional bodies so all children can maximise their capacity to be confident and involved learners
  6. interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.


Case based critical analysis of diversity and child development (2000 words, 50%)
Report on developing strategies to teach children with diverse learner needs to meet curriculum and legislative requirements (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

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

  • 2 contact hours per week

(b.) Requirements for on-campus block City-based students:

  • two intensive weekend blocks
  • at least 4 hours of active online engagement in Moodle activities per term

(c.) Requirements for offshore Kaplan-based students:

  • one intensive block (usually from Thursday to Sunday)
  • at least 4 hours of online study per term

(d.) Additional requirements (all students):

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study