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As such, this is a point in time view of data which will be refreshed periodically.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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Description This module will focus on current and evolving issues in relation to the education of autistic pupils, including life span perspective (early intervention, primary and post primary life), the well-being of autistic students, including; mental health, sexuality, and self-esteem. This module will also support participants' understanding of behaviour as communication and will address proactive strategies to analyse, understand, prevent and reduce the incidences of distressed behaviour. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect and evaluate the research literature regarding the core issues relating to autism (neurodiversity, cognitive theories, legislation, rights, values, policy, terminology, provision) in the context of supporting wellbeing among autistic students in school settings. 2. Recognise the signs of anxiety/low wellbeing in autistic pupils and contribute in an informed and reflective manner to discussion on factors that may lead to anxiety and low wellbeing in autistic pupils. 3. Identify and evaluate the environmental supports, teaching strategies and evidence informed approaches that might be implemented to reduce and/or prevent anxiety and promote wellbeing, which support both autistic students and their parents, incorporating effective approaches to advocacy. 4. Discuss and critically reflect on ways of supporting pupils to manage emotional, behavioural, wellbeing and mental health priorities with an emphasis on evidence informed strategies which are affirming and appropriate for autistic pupils. 5. Identify and discuss long term approaches to working with autistic pupils that are strengths-based and consider their particular experiences and ways of thinking, that promote greater flexibility and independence and foster pupils’ life skills and social and emotional needs. 6. Communicating accurately and succinctly orally and in writing, their analysis, synthesis and critique of evidence informed strategies for supporting the emotional, social, wellbeing and behavioural priorities of autistic pupils in an educational setting. | |||||||||||||||||||||||||||||||||||||||||||
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● Learner as individual; positive learner identity; student voice; ● Strengths-based approach; ●Learner wellbeing; ● Development of play in autistic pupils; ● Life-skills; ● Sexuality; ● Self-Esteem; ● Mental health; ● Anxiety; ● Behaviour as communication; ● Advocacy for autistic students; ● Development of flexibility and independence; ● Supporting transition; ● Functional assessment. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||