Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description This module addresses the principles underpinning inclusive assessment and the various modes and approaches used for students on the autism spectrum. It includes a balanced and appropriate range of formal and informal assessments, ethical issues, administration and interpretation of results. It also focuses on the development of a holistic profile of the student’s strengths, interests and needs, leading to the development of learning programmes and individualised planning. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe the principles of assessment and to effectively select a balanced and appropriate range of formal and informal personalised assessment approaches and materials for pupils on the AS. 2. Demonstrate the ability to assess using appropriate and personalised assessment methods and use rigorous systematic observation to inform individualised planning (communication & language, social and emotional learning). 3. Analyse, interpret and synthesise assessment information or results of systematic observation in an accurate and fair manner to reflect individualised areas of strength or area for development for students on the AS. 4. Develop an individualised report of the pupil’s strengths, interests, learning disposition, current level of educational performance and areas for development with a particular focus on the pupil’s communication and language and social and emotional development. 5. Construct a coherent, concise, comprehensive and professional synthesis in written form and use to support the development of attuned individual and group learning programmes for pupils based on an individualised profiles. 6. Devise a suitable Individual Education Plan (IEP) for a pupil on the autism spectrum in collaboration with the pupil, parents which identifies strengths, interests, priority learning needs, specific targets, appropriate teaching methods and resources and a system of evaluating progress other professionals incorporating a system of review and evaluation of pupil progress | |||||||||||||||||||||||||||||||||||||||||
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● Principles of assessment; ● Select appropriate assessment approaches; ● Holistic student profiles; ● Formal and informal assessment approaches and materials (e.g. PEP-3, TTAP, ABLLS, AFLS, VB-MAPP); ● Inclusive assessment practices; ● Analysis and reporting of assessment information; ● Programme planning including individualised planning and IEPs; ● ICT-based assessment and record-keeping systems; ● Evaluating progress; ● Assessment of functional /life skills; ● Select appropriate assessment approaches; ● Student and Parent voice. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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