Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only |
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Description This module aims to provide a foundation in the history, concept and diagnosis of autism. Current causes and prevalence will be appraised. Theoretical perspectives on autism and their implications will be explored and critiqued. The construct of a 'dyad of impairments' will be critically examined at different developmental levels. The impact of autism on girls will be discussed. The sensory processing differences associated with autism and how they may affect wellbeing, behaviour, learning and relationships will be examined. The effects of autism on family life will also be examined. Students will examine their personal understanding of and attitudes towards the concept of autism, recognise the diversity that the term encompasses, reflect in an informed manner on the implications of autism in an educational context. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically evaluate the literature on inclusion, equality and labels as regards autism. 2. Describe and critique core issues relating to autism (neurodiversity, theories relating to autism, rights, values, terminology, legislation, policy, provision). 3. Identify, and evaluate evidence informed strategies and interventions which are affirming and appropriate for promoting the wellbeing and development of autistic learners within an education setting. 4. Consider how the sensory challenges and individual differences in social communication experienced by autistic students affect their learning and development and have the skills to address these in the classroom. 5. Communicate accurately and succinctly orally and in writing, their analysis, synthesis and critique of pertinent issues relating to autism. | |||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
Indicative Content● Background and history of provision for autistic students. ● Core issues: neurodiversity, legislation, rights, values, policy, terminology. ● Theories and perspectives on autism. ● Current research on causes. ● Diversity within the autism profile ● The sensory needs of autistic students. ● Prevalence and effective approaches. ● Early identification. ● Effective interventions. ● Challenges and barriers to inclusion. ● Educational needs of autistic students. ● School visits. ● Discussion on school visits. ● Working collaboratively with parents. ● Inclusion: Experiences of teachers. ● Inclusion of autistic students. ● Parents' perspectives. ● Girls and Autism. ● Application of concepts and theories above to own teaching contexts to critique current practice and identify strengths and possibilities for improvement. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||