Registry
Module Specifications
Archived Version 2020 - 2021
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Description This module will focus on current and evolving issues in relation to the education of pupils on the autism spectrum, including life span perspective (early intervention, primary and post primary life), the well-being of students on the spectrum, including; mental health, sexuality, and self-esteem. This module will also review the factors leading to behaviours that challenge and will address proactive strategies to analyse, understand, prevent and reduce the incidences of challenging behaviour. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect and evaluate the research literature regarding the core issues relating to autism (cognitive theories, legislation, rights, values, policy, terminology, provision) in the context of supporting wellbeing among students on the AS in school settings. 2. Recognise the signs of anxiety/depression in pupils on the AS and contribute in an informed and reflective manner to discussion on factors that may lead to anxiety and depression in pupils on the autism spectrum. 3. Identify and evaluate the environmental supports, teaching strategies and evidence informed approaches that might be implemented to reduce and/or prevent anxiety and which support both students on the AS and their parents, incorporating effective approaches to advocacy. 4. Discuss and critically reflect on ways of supporting pupils to manage emotional, behavioural or mental health priorities with an emphasis on evidence informed strategies which are appropriate for pupils on the autism spectrum. 5. Identify and discuss long term approaches to working with pupils with autism that consider their particular ways of thinking, that promote greater flexibility and independence and foster pupils’ life skills and social relationships needs. 6. Communicating accurately and succinctly orally and in writing, their analysis, synthesis and critique of evidence informed strategies for supporting the emotional, social, and behavioural priorities of pupils on the autism spectrum in an educational setting. | |||||||||||||||||||||||||||||||||||||
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● Learner as individual and student voice; ● Challenging behaviour; ● Functional assessment; ● Asperger Syndrome; ● Perspective of Adult with Asperger Syndrome; ● Development of play in pupils on the AS; ● Life-skills and ASD; ● Sexuality and ASD; ● Self-Esteem and ASD; ● Mental health and ASD; ● Anxiety and ASD; ● Development of play in pupils with ASD; ● Advocacy for students with AS; ● Development of flexibility and independence; ● Supporting transition. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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