Module: Autism: Teaching & Learning, 2

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Autism: Teaching & Learning, 2
Module Code	SI611 (ITS) / ISE1021 (Banner)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
Module Co-ordinator	Christina O'Keeffe
Module Teachers	Kathryn O'Mahony, Neil Kenny
NFQ level	9	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This module focuses on the application of the skills and knowledge presented across the programme modules to the teaching and learning contexts. Specifically, it addresses the following: design of effective learning environments; implementation of learning goals, curriculum, inclusive pedagogy, evaluation of learning, differentiation, implementation of appropriate methods, strategies and resources (including digital learning, assistive and augmentative technology) and teaching competencies.

Learning Outcomes

1. Demonstrate through their teaching and classroom management strategies that they can apply the skills and knowledge necessary to implement a programme appropriate to their group of autistic learners, taking adequate account of individual strengths, interests and areas for development.
2. Design and plan lessons which account for diversity of learners and reflect meaningful and relevant learning goals identified within profiling and planning.
3. Select and employ a variety of evidence informed teaching and learning strategies to support achievement of learning goals.
4. Demonstrate use of inclusive pedagogy and evidence based practice for autistic learners.
5. Use assessment, both of learning and for learning, to evaluate the learning acquisition of learners within observed lessons.
6. Design neuro-affirmative and supportive learning environment that accounts for strengths and needs of autistic learners in order to optimise learner success.
7. Critically evaluate the quality of their teaching and learning using current best practice guidance and identify associated areas of strength and improvement.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	15	lectures/workshops: 12 x 1.25 face-to-face and online lectures and workshops
Online activity	10	online discussion for a : 5 fora
Independent Study	60	reading, analysis, and reflection on module content
Assignment Completion	40	lesson plans, selection of resources, observed lessons, evaluation and reflection
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
● Teaching and learning; ● Theories of Learning; ● Application of knowledge and skills in the classroom; ● Design of effective learning environments; ● Selection and management of resources; ● Differentiation and universal design; ● Overview of curricula; ● Managing the hidden curriculum; ● Evidence informed methodologies and approaches to teaching e.g TEACCH, ABA etc; ● Models of teaching; ● Instructional adaptations; ● Evaluating progress; ● Effective collaboration with and management of classroom team; ● Evidence based intervention.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	The students will be expected to demonstrate teaching competencies in relation to their cohort of autistic learners. This will include; design of effective learning environment, use of evidence informed resources and supports to enhance learning, differentiation of lesson content and methodologies to cater for diversity of learners; design of relevant and meaningful lessons and associated learning goals alongside monitoring and assessment of learner progress within lesson. Students will also be required to critically reflect on their teaching in line with current best practice guidance and identify core areas of strength and improvement.	100%	n/a

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

Sam Goldstein,Jack A. Naglieri: 2013, Interventions for Autism Spectrum Disorders, Springer, 9781461453000
Guldberg, Karen: 0, Developing excellence in autism practice : making a difference,

Other Resources

None