Registry
Module Specifications
Archived Version 2019 - 2020
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Description This module aims to provide a foundation in the history, concept and diagnosis of autistic spectrum disorder. Current causes and prevalence will be appraised. The theoretical perspectives on autism and how these impacts on the student will be explored and critiqued. The dyad of impairments will be examined at different developmental levels. The impact of autism on girls will be discussed. The sensory processing difficulties associated with autism and how they may affect, behaviour, learning and relationships will be examined. The effects of autism on family life will also be examined. Students will examine their personal understanding of and attitudes towards concept of autism, recognise the diversity across the spectrum and reflect in an informed manner on the implications of autism in an educational context. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically evaluate the literature on inclusion, equality and labels. 2. Describe and critique the core issues relating to autism (legislation, rights, values, policy, terminology, provision)in particular within an Irish context. 3. Discuss the current research on ASD including causes and prevalence. 4. Contribute in an informed and reflective manner to discussions on the range of educational needs arising from autistic spectrum disorders and the continuum of provision that is required. 5. Identify, and evaluate evidence based strategies and interventions which are appropriate for students on the autism spectrum. 6. Consider how the sensory challenges experienced by students on the autism spectrum affect their learning and development and have the skills to address these in the classroom. 7. Utilise their knowledge of the individual differences in social communication and thinking associated with a diagnosis of autism to inform their study and their teaching. 8. Contribute in an informed and reflective manner to discussion on the role of attitudes at societal, school and individual levels in creating barriers and/or opportunities for inclusive practice and effective teaching and learning. 9. Communicating accurately and succinctly orally and in writing, their analysis, synthesis and critique of pertinent issues relating to autism. | |||||||||||||||||||||||||||||||||||||
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● Background and history of provision for students on the AS. ● Core issues: legislation, rights, values, policy, terminology and provision. ● Theories and perspectives on autism (theory of mind, executive functioning and central coherence). ● Current research on causes. ● The sensory needs of students on the AS. ● Prevalence and effective approaches. ● Early identification. ● Effective interventions. ● Challenges and barriers to inclusion. ● Educational needs of pupils with ASD. ● School visits. ● Discussion on school visits. ● Working collaboratively with parents. ● Inclusion: Experiences of teachers. ● Inclusion of pupils with ASD. ● Parent’s perspectives. ● Girls and Autism. ● Application of concepts and theories above to own teaching contexts to critique current practice and identify strengths and possibilities for improvement. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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