Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
| |||||||||||||||||||||||||||||||||||||||||
|
None |
|||||||||||||||||||||||||||||||||||||||||
|
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 review the factors leading to behaviours that challenge and will address proactive strategies to analyse, understand, prevent and reduce the incidences of challenging behaviour. | |||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Critically reflect and evaluate the research literature regarding the core issues relating to autism (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/depression in autistic pupils and contribute in an informed and reflective manner to discussion on factors that may lead to anxiety and depression 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 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 or mental health priorities with an emphasis on evidence informed strategies which are appropriate for autistic pupils. 5. Identify and discuss long term approaches to working with autistic pupils that consider their particular ways of thinking, that promote greater flexibility and independence and foster pupils’ life skills and social relationships needs. 6. Communicating accurately and succinctly orally and in writing, their analysis, synthesis and critique of evidence informed strategies for supporting the emotional, social, 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 |
|||||||||||||||||||||||||||||||||||||||||
|
Indicative Content and Learning Activities
Indicative Content● Learner as individual and student voice; ● Challenging behaviour; ● Functional assessment; ● Asperger Syndrome; ● Perspective of Adult with Asperger Syndrome; ● Development of play in pupils on the AS; ● Life-skills and ASD; ● Sexuality and ASD; ● Self-Esteem and ASD; ● Mental health and ASD; ● Anxiety and ASD; ● Development of play in pupils with ASD; ● Advocacy for students with AS; ● Development of flexibility and independence; ● Supporting transition. | |||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
| |||||||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||||||