Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module aims to develop student awareness, knowledge and understanding of autism, including prevalence and causes, the dyad of impairments and theoretical perspectives. The sensory processing profile associated with autism will also be examined. The educational implications surrounding how best to support autistic learners will be explored. Assessment and teaching approaches will be examined and critiqued at different developmental levels. The concept of inclusion and educational provision for autistic learners 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 autism will be identified. This module will also support the understanding of behaviour as communication and will address proactive strategies to analyse, understand, prevent and reduce the incidences of distressed behaviour. Experiences of setting up the learning environment at primary and post-primary level will be shared and discussed. Students will also reflect on the their own personal understandings of autism and implications for practice. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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 autistic pupils. 5. Identify barriers and supports to enable autistic pupils to access the curriculum 6. Critically evaluate the literature on inclusion for autistic pupils and discuss issues in relation to educational provision in Ireland. 7. Identify and discuss factors that may lead to anxiety and depression in autistic pupils and environmental and teaching strategies that might be implemented to reduce/prevent anxiety. 8. Identify the factors leading to distressed behaviours and have strategies to analyse, understand, prevent and manage these. 9. Identify, observe, record and analyse incidences of distressed behaviours and collaborate with others to develop effective management strategies for autistic pupils. 10. Carry out a functional assessment on an autistic pupil and select appropriate interventions for a behaviour support plan to address the pupil’s distressed behaviour. 11. Identify and employ long term approaches to working with autistic pupils 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 autistic pupils and how their flexibility and independence can be increased. 13. Consider the perspectives of autistic pupils, 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 autistic pupils. ● Access to the curriculum and differentiation. ● Inclusion for autistic pupils and educational provision in Ireland. ● Mental health and well-being. ● Identification, prevention and management of distressed behaviours. ● Functional assessment of challenging behaviour and development of a behaviour support plan. ● Perspectives of autistic pupils, 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 Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||