Module: Understanding Autism

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Understanding Autism
Module Code	SI421 (ITS) / ISE1016 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	Christina O'Keeffe
Module Teachers	Leanne Connolly
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module will support students to develop an understanding of Autism through the lens of neurodiversity, identity and language. It will to support the development of effective assessment and planning for learners with Autism in particular in the areas communication and social and emotional learning.

Learning Outcomes

1. Engage in informed discussion about Neurodiversity, identity and the language used when talking about autism and how this can impact approaches to teaching and learning for autistic learners.
2. Write assessment-informed, strengths-based IEPs/support plans for their learners in collaboration with the learner, parents, support/class teacher and all those involved in the learner's education. These IEPS/support plans should identify strengths, priority areas for development, specific learning targets, evidence-informed teaching approaches and effective methods for monitoring progress.
3. Apply knowledge of evidence-informed educational practices for autistic learners through appropriate design of the classroom environment, curriculum, teaching materials and instruction.
4. Carry out a functional assessment to understand the factors that may cause a learner to experience social, emotional and/or behavioural difficulties.
5. Collaborate with colleagues to devise effective whole-school supports to proactively support learners experiencing, or at risk of experiencing social, emotional and behavioural difficulties
6. Make informed decisions about classroom-based strategies for increasing motivation, building self-esteem, improving communication skills and developing emotional literacy
7. Work collaboratively with colleagues in planning for and reviewing pupil well-being

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	4	Live lectures
Independent Study	96	Independent reading and assignment preparation
Independent Study	25	Online learning activities
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
Explore Autism through the lens of Neurodiversity, identity and language · Describe the principles that underpin a well-planned assessment process, designed to inform and strength-based approach to individual planning and support. · Guide students in developing a strength-based, Individual Education Plan (IEP) / support plan for an autistic learners, in collaboration with parents and other professionals, and to incorporate a system of recording and monitoring of progress. · Explore evidence-informed educational practices that support the growth and development of autistic learners in their communication and social and emotional learning. · Explore the factors contributing to social, emotional and behavioural difficulties among some autistic learners. · Examine evidence-informed approaches to supporting pupils who are experiencing social, emotional and behavioural difficulties.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Completion of online activity	Online learning activities	20%	Week 10
Assignment	Written Paper	80%	Week 10

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Volkmar, F & Wiesner, L.: 2019, A Practical Guide to Autism,
Heflin, L. J., & Alaimo, D. F: 0, Students with autism spectrum disorders: Effective instructional practices., NJ: Pearson: Merrill Prentice Hall.,
Cumine, V., Dunlop, J., & Stevenson, G.: 2010, Autism in the early years, Oxon: Routledge.,
Boucher, J: 2017, Autism Spectrum Disorder: Characteristics, Causes and Practical Issues, Sage Publications: London,
Jordan, R., Roberts, J. M., & Hume, K.: 2019, The SAGE Handbook of Autism and Education., SAGE Publications Limited.,
Ring, E., Daly, P., & Wall, E.: 2018, Autism from the Inside Out: A Handbook for Parents, Early Childhood, Primary, Post-Primary and Special School Settings., . Peter Lang Publishing Group. 29 Broadway 18th Floor, New York,,

Other Resources

65349, Website, National Council for Special Education, 0, NCSE website, www.ncse.ie, 65350, Website, Middletown Centre, 0, Middletown Centre for Autism, https://www.middletownautism.com/,