Module Specifications
Academic Year 2026 - 2027
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module will support students to develop an understanding of Autism through the lens of neurodiversity, identity and language. It will support the development of effective assessment and planning for autistic learners, particularly in the areas of communication and social and emotional learning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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 implications for autistic individuals 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 and participate in learning and community, including appropriate design of the environments, teaching materials and instruction 7. Understand and appreciate 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 individual that consider their strengths and differences particularly within the areas of communication and language, and social and emotional learning, including motivation, self-esteem, and emotional literacy 9. Appreciate the role of play and positive environmental and social settings in encouraging and facilitating rights-based participation and positive relationships | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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:
Articles:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| This module develops the collaborative knowledge and skills needed to embed neurodiversity-affirming and inclusive practice across educational, community, healthcare, and workplace settings. Collaboration is framed as a relational and ethical process that centres autistic and otherwise neurodivergent individuals as active contributors to decision-making, learning, and support. Participants will examine contemporary research and lived-experience scholarship to understand how communication diversity, power dynamics, professional roles, and organisational systems shape collaborative practice. The module focuses on building respectful partnerships with colleagues, families, and autistic people by promoting trust, shared leadership, and strengths-based and person-centred planning. Through practice-based inquiry and peer learning, participants will analyse enabling and constraining factors within their own contexts and develop practical strategies to negotiate complexity and sustain collaboration. By the end of the module, participants will be equipped to lead and participate in collaborative structures that support belonging, participation, and flourishing for autistic and otherwise neurodivergent individuals across the lifespan. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||