This module is not currently running in 2024 to 2025.
There is no set curriculum for this module. This module is a Stage 2 module that is part of a distance learning Foundation Degree and bachelor degree. It is an assessment module and will be available to students throughout Stage 2. Students will work on the module throughout all three terms and will submit the portfolio for final assessment at the end of June each year.
Learning and teaching will focus on consolidating the knowledge and skills developed through Level 4 and other Level 5 modules, and applying their learning to their workplace or comparable environment and reflecting on this.
The aim of the module is to allow students to both use their work experience to contribute to their learning experience but also to help them to apply their learning from the course in a work-based setting.
In terms of the work that students will undertake, all students will receive some teaching on observational and other assessment methods as part of the preparation for their work on this module. They will develop a plan for assessing the quality of life of one individual with autism (or a very small group of individuals) as well as a plan for their own personal development over the course of the year. Following feedback from their tutor, they will conduct their assessment and then develop a plan for an intervention to improve some aspects of the individual's quality of life. Part of this intervention will be to develop and deliver training to the team who works with the individual. This training will be videoed and assessed as part of the portfolio.
Total contact hours: 15
Private study hours: 285
Total study hours: 300
Autism Studies FDa
Autism Studies BSc
Main assessment methods
Coursework – 100%
Reassessment methods
Like-for-like
Beadle-Brown, J., Hutchison, A and Whelton, B.(2008) A better life: The implementation and effect of person-centred active support in the Avenues Trust Tizard Learning Disability Review, 13 (4), 15-24.
Beadle-Brown, J., Roberts, R and Mills, R (2009) Person-centred approaches to supporting children and adults with autism spectrum disorders Tizard Learning Disability Review, 14 (3), 18-26.
Mesibov, G.B., Shea,V., and Schopler,E (2004) The TEACCH approach to autism spectrum disorders Springer Science and Business Inc. New York
Clements, J. (2005) People with Autism Behaving Badly: Helping People with ASD Move on from Behavioral and Emotional Challenges Jessica Kingsley Publishers
Sailor, W.; Dunlap, G.; Sugai, G.; Horner, R. (Eds.) (2009) Handbook of Positive Behavior Support Series: Issues in Clinical Child Psychology
Attwood, T. (2007) The complete guide to Asperger's syndrome Jessica Kingsley publishers
Frith, U. (2003) Autism: Explaining the Enigma (second edition) Basil Blackwell.
Grandin, T (2006) Thinking in pictures: My life with autism (second edition) Vintage Books
Kutscher, M.L. (2005) Kids in the Syndrome Mix of ADHD, LD, Asperger's, Tourette's, Bipolar, and More! : The one stop guide for parents, teachers, and other professionals. Jessica Kingsley Publishers.
National Autistic Society (2007) Approaches to autism
Howlin, P (1997) Interventions for people with autism: recent advances Advances in Psychiatric Treatment (1997), vol. 3, pp. 94-102
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Demonstrate, in their work with people with autism spectrum conditions, a critical understanding of autism – the characteristics, diagnosis
causes and theories.
8.2 Demonstrate, in their work with people with autism spectrum conditions, the use of assessments relating to quality of life and autism
friendly environments.
8.3 Demonstrate, in their work with people with autism spectrum conditions, the use of interventions aimed at improving the quality of life of
people with autism. .
8.4 Demonstrate, in their work with people with autism, their ability to effectively share information and knowledge about autism with other
people and to take on the role of leading change in improving quality of life of people with autism.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Have prepared written work which shows their capacity to draw on both published work and their own experience
9.2 Have demonstrated their ability to understand, and communicate both in written and spoken form, a range of different concepts
9.3 Following reflection on their own practice, have identified a personal development plan and then have reflected on the achievement of
objectives in their development plan, showing a capacity to improve and apply their own learning.
9.4 Following an assessment of a the situation around an individual or a group of individuals, prepare a plan for intervention, requiring them to
work collaboratively with service users, family carers and other practitioners
9.5 Have shown they are able to combine the demands of work and study by successfully meeting deadlines for the completion of academic
assignments
9.6 In the course of implementing their development plan, have identified and clarified problems and considered alternative strategies for
overcoming them
9.7 Have used information technology (word processing, email, internet use) in support of their development plan. (
9.8 Have developed their numeracy skills through the use of quantitative measures of change in their personal and service practice.
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