This module is not currently running in 2024 to 2025.
The module will ensure students are 'research aware' by teaching them about quantitative and qualitative research. It explores the purposes of research and methods, as well as the ethical, political and pragmatic issues research focused on autism & intellectual and developmental disabilities has experienced and continues to seek to address. It will teach students how to effectively carry out literature reviews, observations and participant research. The importance of critical analysis, reliability and validity is explored in depth. The module emphasises the knowledge needed to access and interpret research literature and data in the field.
Total contact hours: 20
Private study hours: 280
Total study hours: 300
BSc in Positive Behaviour Support – compulsory module
BSc in Autism Studies – compulsory module
Diploma of Higher Education in Positive Behaviour Support
Diploma of Higher Education in Autism Studies
Graduate Diploma in Positive Behaviour Support – compulsory module
Graduate Diploma in Autism Studies – compulsory module
Main assessment methods
Coursework - Essay (1500 words) - (30%)
Coursework - Essay (1500 words) - (30%)
Coursework - Seminar/forum presentation (15 minutes) – 10%
Examination (1 hour) - 30%
Reassessment methods
Like-for-like
Blaikie, N. (2000 reprint 2009). Designing Social Research: the Logic of Anticipation Cambridge: Polity.
Johnston, T.C. (2014). Data Without Tears: how to write measurable educational goals and collect meaningful data. Champaign, IL: Research Press Publishers.
May, T. (2011). Social Research: Issues, Methods and Process. Maidenhead: McGraw Hill/Open University Press.
Robson, C. (2016). Real World Research: A Resource for Users of Social Research Methods in Applied Settings.4th ed. Chichester, Wiley.
Soyini Madison, D. (2012). Critical Ethnography: method, ethics and performance. London: Sage.
Strauss, A. & Corbin, J. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory grounded theory procedures and techniques.3rd ed. London: Sage.
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 Critically discuss different research methodologies applied to the study of autism and intellectual and developmental disabilities
8.2 Compare the suitability of different research methodologies for evaluating complex issues relating to autism and intellectual and developmental disabilities
8.3 Demonstrate a critical understanding of the ethical issues arising from researching autism and intellectual and developmental disabilities
8.4 Demonstrate the ability to access and interpret existing research and data used in the study of autism and intellectual and developmental disabilities
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Demonstrate the capacity to critically analyse both published work and personal experience
9.2 Demonstrate the ability to communicate complex concepts in writing, in a form that can be understood by both specialist and non-specialist audiences
9.3 Demonstrate effective use of information technology (word processing, email, internet, online learning resources) to solve research problems and achieve set outcomes
9.4 Demonstrate effective time management skills both in terms of prioritising time to answer questions, and with regard to meeting set deadlines
9.5 Recognise issues relating to equality and diversity by using non-discriminatory language in written work and online contributions
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
