Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module focuses on the application of the skills and knowledge presented across the programme modules to the teaching and learning contexts. Specifically, it addresses the following: curriculum, inclusive pedagogy and assessment, short and long term planning, evaluation of learning, differentiation, the selection of appropriate methods strategies and resources (including digital learning, assistive and augmentative technology), teaching competencies and environmental design. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop individualised and holistic profiles that clearly identify the strengths, interests and areas for development of their autistic learners based on assessment evidence 2. Adopt a strengths-based approach to understanding their learners and developing planning documents. 3. Select appropriate assessment tools/techniques and justify their use with their chosen learners in particular within the domains of communication and language alongside social and emotional learning 4. Collate, interpret, analyse and synthesise all information available on learners in a contextualised, critical, accurate, systematic and fair manner, 5. Identify and apply key processes in designing and developing neuro-affirmative, assessment-informed, strengths-based long and short-term planning for their learners including identifying priority areas for development, generating specific learning targets and planning for evidence-informed teaching approaches and effective methods for monitoring progress relating to communication and language and social and emotional learning 6. Devise and support the development of attuned individual and group learning programmes for autistic learners based on an individualised plans following analysis and interpretation of assessment findings. 7. 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 1. Creating holistic learner profiles documenting strengths, interests and areas for development 2. Differentiation and universal design; 3. Creating neuro-affirmative and inclusive learning environment 4. Establishing strengths-based aims and objectives following interpretation of assessment outcomes 5. Strengths-based neuro-affirmative planning and assessment 6. Instructional adaptations; 7. Monitoring and Evaluating learner progress; 8. Effective collaboration with and management of classroom team 9. Evidence based intervention and supports | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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