Latest Module Specifications
Current Academic Year 2025 - 2026
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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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand historical and contemporary perspectives of Autism and discuss educational implications for autistic learners 2. Engage in informed discussion about Neurodiversity, identity and the language used when talking about autism and how this can impact approaches to teaching and learning for autistic learners. 3. Understand and discuss common key strengths and differences experienced by autistic people alongside educational implications 4. Critically evaluate the literature on inclusion for autistic pupils and discuss issues in relation to educational provision in Ireland. 5. Identify and understand key concepts and principles of neuro-affirmative planning and assessment, and how they should be applied in their day-to-day practices as teachers. 6. Identify barriers and supports to enable autistic pupils to access the curriculum including appropriate design of the learning environment, teaching materials and instruction 7. Identify the factors leading to behaviours of concern including strategies and approaches surrounding the identification, analysis, prevention and management of such behaviours 8. Carry out a functional assessment on an autistic pupil to understand the factors that may cause a learner to experience social, emotional and behavioural challenges and select possible appropriate interventions for a behaviour support plan to address the pupil’s behaviour of concern 9. Identify and employ long term evidence-based approaches to working with autistic pupils that consider their strengths and differences in particular within the areas of communication and language and social and emotional learning including motivation, self-esteem and emotional literacy 10. Consider the perspectives of autistic individuals, parents and teachers and critically reflect on the implications for teaching and learning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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