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Professional Certificate in Education (Autism Spectrum Conditions) (PR-EDASC) // Attributes, outcomes and skills
You’re currently viewing the 2018 version of this course
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Coordinator
Lisa McKay-Brown
Contact
Melbourne Graduate School of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
Future students:
Coordinator
Guy Logan
Intended learning outcomes
Knowledge and Skills.
On completion of the course students should be able to:
- Review, contrast and critically evaluate major theoretical constructs of behaviour in relation to autism;
- Review, relate and critically evaluate major theoretical accounts of neurodevelopmental differences including the situation of neurodiversity within evolutionary, biological and neuroscientific frameworks and the social model;
- Review, contrast and synthesise perspectives on learning, assessment and applied theory that support people with autism spectrum conditions (ASCs)
- Critically analyse intervention practices in relation to educational, psychological and neuroscientific literature and rights-based approaches;
- Apply a multiple-perspective approach when reflecting on challenges to equality, equity and inclusion;
- Demonstrate an appreciation of the political ethical and philosophical complexities of neurodiversity, particularly with regards to the mind, brain and behaviour.
Application of Knowledge and Skills.
On completion of the course students should be able to:
- Select, implement and monitor evidence-based interventions based on systematic decision making and stakeholder voice;
- Investigate functional relationships between environment, learning and behaviour from standpoint of persons with autism and those who identify as Autistic;
- Address challenges as professional dilemmas within vocational or educational contexts by recognising obstacles and initiating opportunities for support, acceptance and enrichment.
- Collect, interpret and initiate responses to multiple types of evidence;
- Develop a repertoire of evidence-based instructional strategies that cater for the range of learning needs within ASCs;
Generic skills
- commitment to professional and academic ethics and excellence
- ability to set personal targets and plan to acheive them
- highly developed independent learning
- ability to read critically and present material concisely and coherently in written and oral presentations
- skills in observation, evaluation and applying their findings to their own personal situations
Graduate attributes
The Professional Certificate in Education (Autism Spectrum Conditions) should enable graduates to:
- have an in-depth knowledge of the latest research and understandings regarding the strengths and needs of people with autism and those who identify as Autistic;
- initiate and implement constructive change in their professional environment regarding knowledge and skills required to work effectively with people with autism and those who identify as Autistic;
- have excellent interpersonal skills, ensuring their capacity to develop an awareness of the strengths and limitations of stakeholders;
- have an understanding of the social, cultural and neurological diversity in learning and vocational communities;
- have ability to develop pedagogical or vocational strategies and interventions appropriate to their professional context;
- reflect critically on their planning, implementation and management of relevant pedagogical or vocational strategies and interventions.
Last updated: 10 February 2024