Module: Understanding Autism

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Understanding Autism
Module Code	ISE1016 (ITS: SI421)
Faculty	DCU Institute of Education	School	Inclusive & Special Education
NFQ level	8	Credit Rating	5

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 autistic learners in particular in the areas of communication and social and emotional learning.

Learning Outcomes

1. 1E3807C6-88FA-0001-7EF0-110016A017FA
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.
4. 20,7,12,6,13,8,19,11,9,10
5. 1
6. 1E3807C6-A7DF-0001-CD20-55B01D626CB0
7. 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.
9. 22,17,20,18,7,12,16,15,6,23,13,8,19,21,14
10. 2
11. 1E3807C6-B4E2-0001-AA34-414111C5176B
12. Apply knowledge of evidence-informed educational practices for autistic learners through appropriate design of the classroom environment, curriculum, teaching materials and instruction.
14. 17,18,7,16,6,8,11,9,10
15. 3
16. 1E3807C6-C359-0001-3B20-81907BD0E5C0
17. Carry out a functional assessment to understand the factors that may cause a learner to experience social, emotional and/or behavioural difficulties.
19. 17,20,18,7,12,16,15,6,13,8,19,14,9
20. 4
21. 1E3807C6-D22A-0001-F361-13EB1EF02830
22. Collaborate with colleagues to devise effective whole-school supports to proactively support learners experiencing, or at risk of experiencing social, emotional and behavioural difficulties
24. 22,17,20,18,12,16,15,6,23,13,19,21,14
25. 5
26. 1E3807C6-DF6C-0001-C73D-1C4CD81A90E0
27. Make informed decisions about classroom-based strategies for increasing motivation, building self-esteem, improving communication skills and developing emotional literacy
29. 17,18,7,12,16,15,6,13,8,14
30. 6
31. 1E3807C6-E480-0001-F84D-26ED180097F0
32. Work collaboratively with colleagues in planning for and reviewing pupil well-being
34. 22,20,16,15,23,19,21,14
35. 7

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	4	Live lectures
Independent Study	96	Independent reading and assignment preparation
Independent Study	25	Online learning activities
Total Workload: 125

Section Breakdown
CRN	20557	Part of Term	Semester 2
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Christina O'Keeffe	Module Teacher	Leanne Connolly

Type	Description	% of total	Assessment Date
Assessment Breakdown
Completion of online activity	E-portfolio/Loop reflect assessment (Part 1 based on creating e-portfolio, introduction task and generation of one key learning)	20%	Week 3
Assignment	E-portfolio assignment (Loop Reflect)	80%	Week 10

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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
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, neuro-affirmative approach to individual planning and support. · 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. · 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 learners who are experiencing behaviours of concern

Indicative Reading List

Books:

Jordan, R., Roberts, J. M., & Hume, K.: 2019, The SAGE Handbook of Autism and Education., SAGE Publications Limited.,
Ring, E., Daly, P., & Wall, E.: 2018, Autism from the Inside Out: A Handbook for Parents, Early Childhood, Primary, Post-Primary and Special School Settings., . Peter Lang Publishing Group. 29 Broadway 18th Floor, New York,,
O'Neil, C. & Kenny, N.: 2023, Knowledge of Autism, Scholarly Community Encyclopaedia, https://encyclopedia.pub/entry/47153,

Articles:

Department of Education: 2022, Autism Good Practice Guidance, https://www.gov.ie/en/department-of-education/publications/autism-good-practice-guidance-for-schools-supporting-children-and-young-people/, 522354
2020: "Autism is me": an investigation of how autistic individuals make sense of autism and stigma, Disability & Society, 37(3), 42745, https://doi.org/10.1080/09687599.2020.1822782, 522355, 1
Individual Education Plan Priorities: Insights From the Autistic Community and Educators Supporting Autistic Learners: European Journal of Education, Research, Development and Policy, 59, https://doi.org/10.1111/ejed.12800, 522356, 1, Doherty, M., McCowan, S., & Shaw, S.
British Journal of Hospital Medicine: 84, https://doi.org/10.12968/hmed.2023.0006, 522357, 1, Department of Education, 2023
https://assets.gov.ie/static/documents/early-intervention-classes-for-children-with-autism.pdf:

Other Resources

1: Website, National Council for Special Education, NCSE website,
418929: 1, Website, Middletown Centre, Middletown Centre for Autism,
https://www.middletownautism.com/: