TE7048 - Autism - Analysing Issues in Teaching & Learning

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What will I learn on this module?

You will take part in a critical exploration of the issues involved in ensuring effective teaching and learning for children and adults on the autism spectrum. It will involve examining pertinent issues around teaching and learning, environments, assessment, curricula and collaborative practice. You will be encouraged to participate in the process of reflective practice, analysis of learning and social constructions of learning;
• assessment and planning;
• communication and the impact on teaching and learning – PECS, Social Stories etc.
• analysis of the variety of approaches to teaching across the spectrum
• specialist curricula
• psychological mechanisms implicated in cognition autism –e.g. the self, sensory sensitivity, binary thinking, short term auditory memory, visuo-motor skills etc.
• Government guidelines and policy

You will consider the value of the different approaches in relation to the organisation in which you work, whether specialist or mainstream, though there will be consideration of issues in other contexts and in adulthood. These approaches will be compared and evaluated critically in terms of their theoretical underpinnings, ethical issues, practicality and effectiveness across a range of settings. This may encompass an overview of national and international provision including pre-school initiatives, adult learning and parental involvement. You will be expected to study in detail one specialist approach to teaching/learning and present your findings to the group to enable you to disseminate your knowledge gained through enquiry to an academic and professional audience.

How will I learn on this module?

You will learn through a variety of teaching and learning strategies within this module that will reflect your developmental needs. These will include: lectures, seminars, group work, directed learning, independent learning, IT in Teaching and IT in Learning
Topic overviews and key concepts will be addressed in lectures, seminars and workshops where active and collaborative learning will be promoted in order to draw on the range of experience of the group and to allow you to contextualise new ideas and evidence into your own practice. There are no examinations; the course is assessed through assignments related to each of its modules. Students are required to select a topic relevant to their proposed area of study and/or your sphere of practice. The intention is that assessment will be both summative and diagnostic. It should provide a record of your learning achievements and indicate ways in which future development might be enhanced.

How will I be supported academically on this module?

Your learning will be supported in a variety of ways. Personal and email access to tutor throughout the semester and individual feedback on first draft as requested. Individual written feedback on assignment.
Small group tutorials and seminars.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
• You will systematically identify, reflect upon and critically analyse key issues related to autism spectrum disorders and their implications including the basis for approaches to its management, curricula and be able to examine and evaluate practice in an informed, coherent and structured way.
• You will understand and analyse the need for continuous assessment and be able to evaluate and implement a range of assessment procedures in identification, planning, teaching and recording for pupils with autism

Intellectual / Professional skills & abilities:
• You will be able to evaluate critically a range of different teaching approaches for people with autism and the implications of autism on cognition and learning style

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
• You will be aware of the different perspectives and processes of collaborative practice with other professionals and families and especially autistic people.

How will I be assessed?

Students will undertake a written assignment based on the content of the module and relevant to their work or situation. You can look at a particular teaching method e.g. social stories, the effect of environment on learning, a teaching activity/learner you want to look at in detail, a curriculum area (maths, adaptive skills) the range is very wide. You will use your own title to focus your work. This provides opportunities for study in depth, for the exploration of underlying cause and meaning and for the evaluation of the impact of disability on teaching and/or learning. Students will be required to relate their findings to theory and to indicate how their increased understandings will inform their future practice. Great care will be paid to ethical considerations in relation to any research undertaken and presented in this Module. You will be assessed on your ability to reflect critically upon and analyse practice in an informed and coherent way.

The written assignment will be of 4500 words + or – 10%.

Written feedback will be provided.

Pre-requisite(s)

Students undertaking this module will normally have experience of working with children or adults with autism spectrum disorder in educational, health

Co-requisite(s)

Understanding Autism TE7003
Autism-social behaviour and promoting learning TEO784

Module abstract

This module is a critical exploration of the issues involved in ensuring effective teaching and learning for children and adults on the autism spectrum. It will involve examining pertinent issues around teaching and learning, environments, assessment, curricula and collaborative practice. You will be encouraged to participate in the process of reflective practice.

The focus of this exploration will encompass individual and environmental analysis. Where appropriate, behaviourist, constructivist and social constructivist modules of teaching and learning will be explored particularly through the analysis of specific approaches to teaching and learning for people with autism. You will consider the value of the different approaches in relation to the institutions in which they work, whether specialist or mainstream though there will be consideration of issues in other contexts and in adulthood. These approaches will be compared and evaluated critically in terms of their theoretical underpinnings, ethical issues, practicality and effectiveness across a range of settings. This may encompass an overview of national and international provision, including pre-school initiatives, adult learning and parental involvement.

You will be assessed on your ability to reflect critically upon and anlyse practice in an informed and coherent way.

What will I learn on this module?

You will take part in a critical exploration of the issues involved in ensuring effective teaching and learning for children and adults on the autism spectrum. It will involve examining pertinent issues around teaching and learning, environments, assessment, curricula and collaborative practice. You will be encouraged to participate in the process of reflective practice, analysis of learning and social constructions of learning;
• assessment and planning;
• communication and the impact on teaching and learning – PECS, Social Stories etc.
• analysis of the variety of approaches to teaching across the spectrum
• specialist curricula
• psychological mechanisms implicated in cognition autism –e.g. the self, sensory sensitivity, binary thinking, short term auditory memory, visuo-motor skills etc.
• Government guidelines and policy

You will consider the value of the different approaches in relation to the organisation in which you work, whether specialist or mainstream, though there will be consideration of issues in other contexts and in adulthood. These approaches will be compared and evaluated critically in terms of their theoretical underpinnings, ethical issues, practicality and effectiveness across a range of settings. This may encompass an overview of national and international provision including pre-school initiatives, adult learning and parental involvement. You will be expected to study in detail one specialist approach to teaching/learning and present your findings to the group to enable you to disseminate your knowledge gained through enquiry to an academic and professional audience.

Course info

Credits 30

Level of Study Postgraduate

Mode of Study 3 years part-time
1 other options available

Department Social Work, Education & Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2019

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