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February - Online
July - Online
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This subject will consider how professionals can better understand ways in which people with autism and those identifying as Autistic interact with and experience the world, and how that impacts on engagement and learning. The subject unifies research from neuroscience, psychology and pedagogy to create a multidisciplinary evidence-base that reflects the science of learning. This will be used by students in conjunction with an intervention model of tiered response supported by the MGSE’s clinical teaching cycle. Educators will combine this foundation with their expertise to develop a sustainable intervention framework tailored to a community of learners that is both responsive and rigorous.
Intended learning outcomes
On completion of this subject students should be able to:
- Review, contrast and synthesise perspectives on learning, assessment and applied theory that support people with autism spectrum conditions (ASCs)
- Review, contrast and critically evaluate major theoretical constructs of behaviour in relation to autism
- Select, implement and monitor evidence-based intervention based on systematic decision making and stakeholder voice
- Investigate functional relationships between environment, learning and behaviour from standpoint of persons with autism and those identifying as Autistic
- Develop a repertoire of evidence-based instructional strategies that cater for the range of learning needs within ASCs
Students will be able to demonstrate:
- Understanding of the relativity of discipline knowledge and the value of bringing different perspectives to bear on the field of inquiry.
- Confidence tackling professional problems utilising multiple disciplinary perspectives.
- Highly developed independent learning.
- Ability to read critically and present material concisely and coherently in written and oral presentations
- Commitment to professional and academic ethics and excellence.
Last updated: 5 August 2021