Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module will support students to develop an understanding of Autism through the lens of neurodiversity, identity and language. It will to support the development of effective assessment and planning for learners with Autism in particular in the areas communication and social and emotional learning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. 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. 2. Write assessment-informed, strengths-based IEPs/support plans for their learners in collaboration with the learner, parents, support/class teacher and all those involved in the learner's education. These IEPS/support plans should identify strengths, priority areas for development, specific learning targets, evidence-informed teaching approaches and effective methods for monitoring progress. 3. Apply knowledge of evidence-informed educational practices for autistic learners through appropriate design of the classroom environment, curriculum, teaching materials and instruction. 4. Carry out a functional assessment to understand the factors that may cause a learner to experience social, emotional and/or behavioural difficulties. 5. Collaborate with colleagues to devise effective whole-school supports to proactively support learners experiencing, or at risk of experiencing social, emotional and behavioural difficulties 6. Make informed decisions about classroom-based strategies for increasing motivation, building self-esteem, improving communication skills and developing emotional literacy 7. Work collaboratively with colleagues in planning for and reviewing pupil well-being | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 Explore Autism through the lens of Neurodiversity, identity and language · Describe the principles that underpin a well-planned assessment process, designed to inform and strength-based approach to individual planning and support. · Guide students in developing a strength-based, Individual Education Plan (IEP) / support plan for an autistic learners, in collaboration with parents and other professionals, and to incorporate a system of recording and monitoring of progress. · Explore evidence-informed educational practices that support the growth and development of autistic learners in their communication and social and emotional learning. · Explore the factors contributing to social, emotional and behavioural difficulties among some autistic learners. · Examine evidence-informed approaches to supporting pupils who are experiencing social, emotional and behavioural difficulties. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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