| Module Title |
Autism: Teaching & Learning, 2 |
| Module Code |
ISE1021 (ITS: SI611) |
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Faculty |
DCU Institute of Education |
School |
Inclusive & Special Education |
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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: inclusive neuro-affirmative pedagogy, evaluation of learning, differentiation, implementation of appropriate methods strategies and resources and teaching competencies including consideration of the learning environment to optimise learner success.
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Learning Outcomes
1. Demonstrate through their teaching and classroom management strategies that they can apply the skills and knowledge necessary to implement a strengths-based neuro-affirmative programme appropriate to their group of autistic learners, taking adequate account of individual differences and developmental levels.
2. Implementation and adaptation of lessons in response to diversity of autistic learners in their class.
3. Identify and employ a variety of neuro-affirmative teaching and learning strategies to optimise their learners' success following synthesis and interrogation of learner profiles and integration of lecture content.
4. Demonstrate use of inclusive pedagogy and evidence based practice for autistic learners
5. Use assessment, both of learning and for learning, to evaluate the learning acquisition of learners within observed lessons and within lesson plans.
6. Creation of strengths-based neuro-affirmative learning environment to optimise learner success including the physical learning environment and interactions alongside collaboration with personnel where relevant
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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 | 10836 | 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 | Christina O'Keeffe | Module Teacher | Kathryn O'Mahony, Laura Gormley, Leanne Connolly, Neil Kenny, Rosemary Savage |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | The students will be expected to draw on information documented across profiles and planning in order to teach autistic learners using strengths-based neuro-affirmative model. Teacher participants will be expected to teach using appropriate resources and environmental adaptations and reflect on their teaching and propose future amendments to enhance learning and participation going forward. | 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
● Teaching and learning, planning and practicum;
● Application of knowledge and skills in the classroom;
● Selection and management of resources;
● Differentiation and universal design;
● Models of teaching;
● Instructional adaptations;
● Evaluating progress;
● Effective collaboration with and management of classroom team;
● Evidence based intervention.
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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,
- Guldberg, K.: 2020, Developing Excellence in Autism Practice : Making a Difference in Education Karen Guldberg, Routledge,
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, 0
- 2021: Everyday experiences of inclusion in Primary resourced provision: the voices of autistic pupils and their teachers, European Journal of Special Needs Education, 36(5), https://doi-org.dcu.idm.oclc.org/10.1080/08856257.2020.1823166, 0, 1
- What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff: European Journal of Special Needs Education, 36(4), https://doi-org.dcu.idm.oclc.org/10.1080/08856257.2020.1783800,
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Other Resources
- 1: Department of Education., 2022, Autism Good Practice Guidance,
- 0: 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: 1, Website, National Council for Special Education., NCSE website
- www.ncse.ie: 1, Website, Middletown Centre for Autism, Middletown Centre for Autism Website
- https://www.middletownautism.com/: 1, Website, As I Am, As I Am Website
- https://asiam.ie/: 1, NCSE, 2024, Visual Supports within an Inclusive Learning Environment
- https://ncse.ie/wp-content/uploads/2024/10/NCSE-Visual-Supports-Environment-Resource-01.pdf:
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