| Module Title |
Autism: Planning, Teaching & Learning, 1 |
| Module Code |
ISE1020 (ITS: SI610) |
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Faculty |
DCU Institute of Education |
School |
Inclusive & Special Education |
|
NFQ level |
9 |
Credit Rating |
5 |
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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. 1E02F4F8-BFDB-0001-413E-CCA91C4B1687
2. Clearly identify the strengths, interests and areas for development of their pupils on the AS based on assessment evidence as part of developing an individualised profile
5. 1
6. 1E14AC70-F98A-0001-999F-16B93E058AF0
7. Develop long and medium term plans/curriculum taking into account the specific strengths, interests and areas for development of their pupils on the AS with particular reference to identified priorities relating to Communication & Language and Social & Emotional Development.
10. 2
11. 1E14AC70-FE7D-0001-3D7B-CF208EF088D0
12. Reflect on learning arising from lectures to identify and evaluate evidence informed strategies and interventions which are appropriate for pupils on the Autism Spectrum.
15. 3
16. 1E14AC71-5F72-0001-6871-7EF05A658800
17. Having reflected on research evidence, present a rationale for choosing a particular intervention.
20. 4
21. 1E14AC71-62B6-0001-312F-1E6A1200AA00
22. Devise and support the development of attuned individual and group learning programmes for pupils based on an individualised plans following appropriate assessment findings.
25. 5
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Independent Study | 0 | Lectures and Seminars: Campus, Synchronous and Asynchronous online Independent Study Assessing, gleaning, working with learners in school in addition to school-based preparation |
| Total Workload: 0 |
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| Section Breakdown | | CRN | 10835 | Part of Term | Semester 1 & 2 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Trish Carolan | Module Teacher | Christina O'Keeffe, Kathryn O'Mahony, Laura Gormley, Leanne Connolly, Neil Kenny, Rosemary Savage |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | Following a strengths-based neuro-affirmative assessment process, the students will be expected to develop individual and group plans for the cohort of autistic students they teach including planning and design of appropriate interventions and supports alongside environmental
adaptations to optimise the learner success. Students are also expected to reflect on their planning as well as monitor and record student progress | 100% | n/a |
| 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
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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:
- 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 Publications, New York,
- Jordan, R., Roberts, J. M., & Hume, K.: 2019, The SAGE Handbook of Autism and Education, SAGE Publications,
Articles:
- Doherty, M., McCowan, S., & Shaw, S.: 2023, Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings, British Journal of Hospital Medicine, 84, https://doi.org/10.12968/hmed.2023.0006, 522365
- 2024: 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,
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Other Resources
- 1: Department of Education, 2022, Autism Good Practice Guidance,
- 418977: 1, Department of Education, 2023, Early Intervention Classes for Children with Autism Towards a coherent, inclusive system,
- https://assets.gov.ie/static/documents/early-intervention-classes-for-children-with-autism.pdf: 418978, 1, Website, National Council for Special Education, NCSE website
- www.ncse.ie: 418979, 1, Website, Middletown Centre for Autism, Middletown Centre for Autism Website
- https://www.middletownautism.com/: 418980, 1, Website, As I Am, As I Am Website
- https://asiam.ie/:
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