Registry
Module Specifications
Archived Version 2019 - 2020
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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: curriculum, inclusive pedagogy and assessment, short and long term planning, evaluation of learning, differentiation, the selection of appropriate methods strategies and resources (including digital learning, assistive and augmentative technology) and teaching competencies. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate through their teaching that they have acquired the knowledge and skills necessary to plan and implement a programme appropriate to their group of pupils on the autism spectrum, taking adequate account of individual differences and developmental level. 2. Contribute in an informed and reflective manner, to discussions on issues relating to educational provision for pupils on the autism spectrum. 3. Identify and evaluate evidence based strategies and interventions which are appropriate for pupils on AS 4. Debate the claims of proponents of different interventions and evaluate the outcomes. 5. Having reflected on the research evidence of effective interventions, present a rationale for selecting one or other intervention model. 6. Describe general theories of social and emotional development and identify specific needs in the social and emotional development of pupils on the autism spectrum. 7. Select and employ a variety of teaching and learning strategies to facilitate their pupils’ social and emotional understanding. 8. Identify specific communication and language needs of pupils on the autism spectrum. 9. Select and employ a variety of teaching and learning strategies to facilitate the development of communication and language in pupils on the autism spectrum. 10. Develop a framework for a language and communication curriculum taking adequate account of the needs and developmental level of the pupil on the autism spectrum. 11. Identify and employ long term approaches to working with pupils on the autism spectrum that consider their particular ways of thinking and encourage greater flexibility and foster independence. 12. Demonstrate use of inclusive pedagogy. 13. Identify and employ teaching approaches that consider the sensory needs of pupils on the autism spectrum. 14. Apply their knowledge of teaching adaptations for pupils on the autism spectrum by making appropriate modifications to the classroom environment, to instruction and to the curriculum. 15. Identify ways in which their own teaching style and the learning environment might be modified to accommodate the needs of pupils on the autism spectrum. 16. Demonstrate through their classroom management that they have acquired the knowledge and skills necessary to manage a classroom. | |||||||||||||||||||||||||||||||||||||
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; ● Theories of Learning; ● Application of knowledge and skills in the classroom; ● Selection and management of resources; ● Differentiation and universal design; ● Establishing aims and objectives; ● Digital learning; ● Assistive and augmentative technology; ● Overview of curricula; ● Managing the hidden curriculum; ● Methodologies and approaches to teaching with particular reference to autism specific; content and evidence based interventions e.g TEACCH, PECs, ABA etc; ● 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 | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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