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Professional Certificate in Education (Autism Spectrum Conditions) (PR-EDASC)
Professional CertificateYear: 2018 Delivered: Online
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
Overview
Award title | Professional Certificate in Education (Autism Spectrum Conditions) |
---|---|
Year & campus | 2018 |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | Non-AQF |
Credit points | 25 credit points |
Duration | 12 months part-time |
THERE ARE NO INTAKES FOR THIS COURSE IN 2018.
This course meets the learning needs of professionals working with people with autism or who identify as Autistic. The course provides participants with the skills and knowledge to understand and respond to the needs of people with autism or who identify as Autistic; assess and enhance opportunities for social interaction, adaptive communication and building relationships; tailor evidence-based interventions that enrich learning and engagement; reframe behaviours of concern and; foster practices that elevate neurodiversity across educational and vocational communities.
Entry requirements
1. In order to be considered for entry, applicants must have completed:
either
-
An undergraduate degree in any discipline and least 50 credit points, or equivalent, of graduate study in a cognate area;
or
-
A four-year undergraduate degree in education, or equivalent;
or
-
A minimum of eight years documented, relevant work experience.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance; and
- professional experience.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university's English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Note:
Students taking the course from overseas are not required to have an international student visa to Australia.
Inherent requirements (core participation requirements)
The Professional Certificate in Education (Autism Spectrum Conditions) welcomes applications from students with disabilities. It is University and degree policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student’s participation in the degree.
For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this course are articulated in the Course Overview, Objectives and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this course are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/ .
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.
Course structure
Students complete two 12.5 credit point subjects for award of this Professional Certificate. The subjects may be taken in either order.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90859 | Autism Intervention |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
EDUC90967 | Neurodiversity and Inclusive Practice | Not available in 2018 | 12.5 |
Further study
This program of study is suitable as a 25 credit point Professional Certificate, allowing graduates progression to Masters level study within the field of Learning Interventions.
Last updated: 10 February 2024