EDU8338 Autism

Students with autism spectrum disorder (ASD) are found in all schools. The unique and heterogeneous expression of the condition requires knowledge and understanding, on the part of teachers, to design and implement effective support within an inclusive setting, which will meet the needs of all students. This requires the ability to apply this knowledge and understanding to the critical evaluation of the research and evidence base of the ever growing number of treatments, strategies and interventions developed for this group of students. The voices of adults with ASD are now available to guide us with an ‘insider’s’ view, allowing for greater insight into the world of the child with ASD.

This course examines the conceptual frameworks, in the field of autism spectrum disorder, of the diad of impairment/difference (social communication and restricted interests/repetitive behaviours) and beyond, and the three cognitive theories: theory of mind, central coherence and executive function. Child, parent and school perspectives are presented, as well as personal accounts from adults with ASD. The process of evaluating the evidence base of practices in the field to inform support design is a critical course element. Teachers will learn how to determine needs, and the impact they have on access and participation, as well as how to formulate effective support plans. Responding to behaviour and catering for the unique learning styles of these students is highlighted within a respectful and child-centred framework.

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to demonstrate:

1. knowledge and critical understanding of the key concepts, theories, perspectives and issues in the field of ASD (Assignment 1);
2. the ability to design and critically evaluate evidence based interventions for students with ASD (Assignments 1 and 2);
3. the ability to work with other professionals in the assessment and support of students with ASD (Assignment 2);
4. critical reflection upon and evaluation of own practice and educational philosophy (Assignment 2);
5. competence in information literacy skills, including critical and reflective thinking (Assignments 1 and 2);
6. competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1 and 2).