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 autistic learners in particular in the areas of 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. Understand historical and contemporary perspectives of Autism and discuss educational implications 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 processes in designing and developing neuro-affirmative, assessment-informed, strengths-based IEPs/support plans for their learners including identifying strengths, priority areas for development, generating specific learning targets and planning for evidence-informed teaching approaches and effective methods for monitoring progress. 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. Identify and make informed decisions surrounding evidence-based approaches to working with autistic learners 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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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, 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 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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