Registry
Module Specifications
Archived Version 2019 - 2020
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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. Contribute in an informed and reflective manner to discussion on factors that may lead to anxiety and depression in pupils on the autism spectrum. Identify the reasons for higher levels of mental health difficulties in students on the AS. 2. Recognise the signs of anxiety/depression in pupils on the AS. 3. Identify and evaluate the environmental supports and teaching strategies that might be implemented to reduce/prevent anxiety. 4. Support students in managing their anxiety using and evaluating evidence based strategies which are appropriate for pupils on the autism spectrum. 5. Identify the factors leading to behaviour which challenges staff and parents and have strategies to analyse, understand, prevent and manage these. 6. Identify, observe, record and analyse incidences of challenging behaviour and collaborate with others to develop effective management strategies for pupils on the autism spectrum. 7. Carry out a functional assessment on a pupil on the autism spectrum and select appropriate interventions to address the pupil’s challenging behaviour. 8. Identify and employ long term approaches to working with pupils with ASDs that consider their particular ways of thinking and encourage greater flexibility and promote their independence and life skills. 9. Examine the way in which rigidity of thinking and behaviour affects the learning and development of pupils with ASDs and how their flexibility and independence can be increased. 10. Act as an advocate for their students. 11. Support students on the AS, their parents, teachers and schools in times of major transitions. 12. Support students with understanding about relationships and sexual health. | |||||||||||||||||||||||||||||||||||||
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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