Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||||
|
None |
|||||||||||||||||||||||||||||||||||||||||
|
Description This module aims to develop student awareness, knowledge and understanding of autism spectrum disorder, including prevalence and causes, the dyad of impairments and theoretical perspectives. The sensory processing difficulties associated with autism will also be examined. The educational implications of this learning style of pupils on the autism spectrum will be explored. Assessment and teaching approaches will be examined and critiqued at different developmental levels. The concept of inclusion and educational provision for pupils on the autism spectrum in Ireland will be discussed. Mental health and well-being will be explored and strategies for identification and management of anxiety and depression in relation to ASD will be identified. This module will also review the factors leading to behaviours that challenge and will address proactive strategies to analyse, understand, prevent and reduce the incidences of challenging behaviour. Experiences of setting up the learning environment at primary and post-primary level will be shared and discussed. Students will reflect on the effect of autism on family life and their own personal understandings of autism. | |||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Describe the history, prevalence, causes and diagnosis of autism spectrum disorder (ASD). 2. Apply knowledge and understanding of the dyad of impairment and the theoretical perspectives of ASD to discussions on the educational implications of ASD. 3. Demonstrate the ability to use a range of evidence-based assessment and teaching approaches, particularly in the areas of difficulties arising from a diagnosis of autism (communication & language, social interaction, sensory needs and flexible thinking). 4. Employ teaching approaches that consider the sensory needs of pupils on the autism spectrum. 5. Identify the challenges to curriculum access that are posed by the learning difficulties associated with ASD. 6. Critically evaluate the literature on inclusion for pupils on the autism spectrum and discuss issues in relation to educational provision in Ireland. 7. Identify and discuss factors that may lead to anxiety and depression in pupils on the autism spectrum and environmental and teaching strategies that might be implemented to reduce/prevent anxiety. 8. Identify the factors leading to behaviour which challenges staff and parents and have strategies to analyse, understand, prevent and manage these. 9. Identify, observe, record and analyse incidences of challenging behaviour and collaborate with others to develop effective management strategies for pupils on the autism spectrum. 10. Carry out a functional assessment on a pupil on the autism spectrum and select appropriate interventions for a behaviour support plan to address the pupil’s challenging behaviour. 11. Identify and employ long term approaches to working with pupils with ASD that consider their particular ways of thinking and encourage greater flexibility and promote their independence and life skills. 12. Examine the way in which rigidity of thinking and behaviour affects the learning and development of pupils with ASDs and how their flexibility and independence can be increased. 13. Consider the perspectives of people on the autism spectrum, parents and teachers and critically reflect on the implications for teaching and learning. 14. Share experiences and contribute to discussion on setting up the learning environment at primary and post-primary level. | |||||||||||||||||||||||||||||||||||||||||
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● History, prevalence, causes and diagnosis of autism spectrum disorder (ASD). ● Dyad of impairment and the theoretical perspectives of ASD: educational implications. ● Evidence-based assessment and teaching approaches, particularly in the areas of difficulties arising from a diagnosis of autism (communication & language, social interaction, sensory needs and flexible thinking). ● The sensory needs of pupils on the autism spectrum. ● Access to the curriculum and differentiation. ● Inclusion for pupils on the autism spectrum and educational provision in Ireland. ● Mental health and well-being. ● Identification, prevention and management of behaviours that challenge. ● Functional assessment of challenging behaviour and development of a behaviour support plan. ● Perspectives of people on the autism spectrum, parents and teachers: implications for teaching and learning. ● Collaboration with parents. ● Setting up the learning environment for pupils at primary and post-primary level. | |||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
| |||||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||||