Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module aims to develop student awareness, knowledge and understanding of autism, including common strengths and challenges 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. 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 behaviours of concern. 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. 1DF125B7-A74A-0001-2328-C84F10008530 2. Describe the history, prevalence, causes and diagnosis of autism spectrum disorder (ASD). 5. 1 6. 1E14B095-24FC-0001-48CA-1057124B11D0 7. Apply knowledge and understanding of the dyad of impairment and the theoretical perspectives of ASD to discussions on the educational implications of ASD. 10. 2 11. 1E14B095-2C0C-0001-95F5-149318A01FD0 12. 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). 15. 3 16. 1E14B095-2FBF-0001-684C-B600F6DE1064 17. Employ teaching approaches that consider the sensory needs of autistic pupils. 20. 4 21. 1E14B095-32C2-0001-61D4-1390A0B07940 22. Identify barriers and supports to enable autistic pupils to access the curriculum 25. 5 26. 1E14B095-387D-0001-DA82-177217401C8C 27. Critically evaluate the literature on inclusion for autistic pupils and discuss issues in relation to educational provision in Ireland. 30. 6 31. 1E14B095-3D11-0001-3423-779016A01408 32. 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. 35. 7 36. 1E14B095-43EA-0001-A178-1B6988008050 37. Identify the factors leading to distressed behaviours and have strategies to analyse, understand, prevent and manage these. 40. 8 41. 1E14B095-49FD-0001-35C5-10F0E430A2B0 42. Identify, observe, record and analyse incidences of distressed behaviours and collaborate with others to develop effective management strategies for autistic pupils. 45. 9 46. 1E14B095-4FF0-0001-A059-CBD010101690 47. 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. 50. 10 51. 1E14B095-5457-0001-B4C9-811C17F0151C 52. 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. 55. 11 56. 1E14B095-5981-0001-90E2-EBE04F30D620 57. 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. 60. 12 61. 1E14B095-5F70-0001-A29E-E500CD4012CB 62. Consider the perspectives of autistic pupils, parents and teachers and critically reflect on the implications for teaching and learning. 65. 13 66. 1E14B095-62E2-0001-6CD5-A0F01E90C170 67. Share experiences and contribute to discussion on setting up the learning environment at primary and post-primary level. 70. 14 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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 1. Historical and contemporary perspectives of Autism 2. Common strengths and challenges experienced by autistic individuals alongside educational implications 3. Describe the principles that underpin a well-planned assessment process, designed to inform and strength-based, neuro-affirmative approach to individual planning and support. 4. Guide students in developing a strength-based, Individual Education Plan (IEP) / support plan for an autistic learners, and to incorporate a system of recording and monitoring of progress. 5. Evidence-based assessment and teaching approaches, particularly in the areas of communication and language and social and emotional learning 6. Inclusion for autistic pupils and educational provision in Ireland. 7. Identification, prevention and management of behaviours of concern 8. Functional assessment of behaviours of concern and development of a behaviour support plan. 9. Perspectives of autistic individuals, parents and teachers: implications for teaching and learning. 10. Setting up a neuro-affirmative learning environment for autistic learners | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||