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Undergraduate Courses 2015

Intellectual and Developmental Disabilities BSc (Hons)

Overview

The BSc (Hons) in Intellectual and Developmental Disabilities is designed specifically for those who provide community and school-based services, such as home leaders, peripatetic team leaders, instructors, community support staff, special educational needs teachers and teaching assistants.

The programme integrates your learning with practical work carried out in your own organisation (most students continue to work part-time or are seconded by their employers). Each year, you work with at least two children or adults with intellectual or developmental disabilities. You complete assignments in the workplace and get feedback from a team of academic experts. You also tackle important practical problems against a background of shared experience with other students.

The course structure details the individual modules that you will study. The fixed structure has been designed in conjunction with employers (please note that there are no optional modules).

Taster sessions

You can find out more about our work and speak to some of our lecturers and students at our taster sessions.

The Tizard Centre: UK centre of excellence

The Tizard Centre is at the forefront of learning and research in autism, intellectual disability and community care and in 2013 received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.

Independent rankings

In the National Student Survey 2013 Social Policy was ranked 4th for student satisfaction.

Social Policy was ranked 4th in The Guardian University Guide 2014.

Course structure

Please note that there are no optional modules

Stage 1

Possible modules may include:

SO328 - Academic Development

This module has been developed to facilitate learning of key skills in students with a range of abilities and needs. They will develop competence in: learning subject specific material and preparing assessed written and verbal assignments.These intended learning outcomes are consistent with the broader programme outcomes in terms of development of intellectual, analytical and communication skills.

Credits: 15 credits (7.5 ECTS credits).

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TZ309 - Supporting Participation and Independence

This module looks at the rationale for supporting participation in community contexts by children and adults with intellectual or developmental disability. Students will use systems and structures at different levels within an organisation to facilitate and maintain successful participation and teach people new skills through the use of precision teaching.

Credits: 15 credits (7.5 ECTS credits).

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TZ310 - Person Centered Values and Support

Students will explore the ethical and legal issues and the role of values in the development of intellectual disability services. They will study the development of approaches to individual planning and needs assessment, particularly the role of “person-centred planning” and will work with an individual to support the development of a person-centred plan.

Credits: 15 credits (7.5 ECTS credits).

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TZ311 - Promoting Choice, Well-being and Communication

This module provides an introduction to choice, well-being and communication for people with intellectual and developmental disabilities (IDD). The sessions on communication will explore assessment of communication and the communication environments leading to communication intervention. Other topics covered in the curriculum include the assessment of choice, well being and health, intimate care, sexuality and sexual health for people with IDD, the development of social networks

Credits: 15 credits (7.5 ECTS credits).

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TZ312 - Work-based Learning in Person Centered Support

This module’s objectives are primarily about the implementation and demonstration of professionally relevant knowledge.Accordingly, learning and teaching will focus on the provision of supervision/mentoring. All students will have both a university tutor and a local supervisor. Together they will map out the work-based learning module at the beginning of the Stage. They will meet regularly throughout the Stage to review progress. In the second half of the Stage, 1-day workshops in small groups will allow students to obtain and provide peer supervision as well as ongoing mentoring from their tutor and local supervisor.

Credits: 60 credits (30 ECTS credits).

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Stage 2

Possible modules may include:

TZ517 - Introduction to Positive Behaviour Support

This module looks at the causes of challenging behaviour and the key elements of Positive Behaviour Support. You will study models of assessment and intervention and understand how to support behaviour change.

Credits: 15 credits (7.5 ECTS credits).

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TZ518 - Implementing and Evaluating Behaviour SupportPlans

Students will explore the barriers to implementation and will learn how to evaluate behaviour support plans. Methods of data collection with particular reference to direct observation will be studied and you will learn the best way of presenting and interpreting the data.

Credits: 15 credits (7.5 ECTS credits).

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TZ519 - Designing Behaviour Support Plans

This module deals with the designing of Behaviour Support Plans and you will identify and design behaviour support strategies, which develop new and adaptive skills including the development of functional communication skills.

Credits: 15 credits (7.5 ECTS credits).

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TZ520 - Assessing and Understanding Challenging Behaviour

This module introduces you to functional assessment. You will study personal, social, family, medical and treatment history and analyse the social, cognitive, biological, emotional and psychiatric factors contributing to challenging behaviour.

Credits: 15 credits (7.5 ECTS credits).

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TZ525 - Work-Based Learning in Positive Behaviour Support

This module’s objectives are primarily about the implementation and demonstration of professionallyrelevant knowledge. Accordingly, learning and teaching will focus on the provision ofsupervision/mentoring. All students will have both a university tutor and a local supervisor. Together theywill map out the work-based learning module at the beginning of the Stage. They will meet regularlythroughout the Stage to review progress. In the second half of the Stage, 1-day workshops in small groupswill allow students to obtain and provide peer supervision as well as ongoing mentoring from their tutorand local supervisor.

Credits: 60 credits (30 ECTS credits).

Read more


Stage 3

Possible modules may include:

TZ526 - Work-Based Learning in Applied Behaviour Analysis

This module’s objectives are primarily about the implementation and demonstration of professionallyrelevant knowledge. Accordingly, learning and teaching will focus on the provision ofsupervision/mentoring. All students will have both a university tutor and a local supervisor. Together theywill map out the work-based learning module at the beginning of the Stage. They will meet regularlythroughout the Stage to review progress. In the second half of the Stage, 1-day workshops in small groupswill allow students to obtain and provide peer supervision as well as ongoing mentoring from their tutorand local supervisor.

Credits: 60 credits (30 ECTS credits).

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TZ521 - Concepts of Applied Behaviour Analysis

Students will become familiar with the principles of the experimental analysis of behaviour and applied behaviour analysis and will be able to describe the principles of operant and respondent behaviour. They will critically evaluate the strengths and limitations of applied behaviour analysis as an approach to understanding human behaviour and, specifically, the behaviour of children/adults with intellectual or developmental disabilities

Credits: 15 credits (7.5 ECTS credits).

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TZ522 - Values, Ethics and Professional Practice

This module studies the ethical and legal issues of professional practice. Students will look at the development of approaches to individual planning and needs assessment, particularly the role of “person-centred planning” and adopting person-centred, values-based approaches to children and adults with complex needs.

Credits: 15 credits (7.5 ECTS credits).

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TZ523 - Observation and Analysis of Behaviour

Students will study different methods of data collection and look at the reliability and validity of observational data. They will learn practical approaches to checking and calculating reliability and be able to undertake descriptive assessment and experimental analysis including internal and external validity.

Credits: 15 credits (7.5 ECTS credits).

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TZ524 - Developing and Implementing Interventions

Students will explore approaches to changing and developing new behaviour and the barriers to implementation.

Credits: 15 credits (7.5 ECTS credits).

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Teaching & Assessment

For Stages One and Two, modules are taught in four-day workshops at Canterbury (Monday to Thursday 9.30am - 4.30pm).

Teaching methods include formal lectures, individual and group exercises, some with the use of video feedback. Exercises vary in length, with practice ‘simulations’ spread over several hours. There are exercises involving local services and people with intellectual disabilities.

Work-based learning includes the production of assessed work, systematic reflection on practice, participation in supervision/mentoring arrangements and training/leadership of others.

Assessment is mainly based on reports and videos of your practical work undertaken with individuals with intellectual and developmental disabilities and autistic spectrum disorders. This allows us to integrate assessment with the development of practice.

To see assessment details for individual modules, click 'read more' within each module in the course structure.

View provisional workshop dates:
Year One
Year Two
Year Three

Programme aims

The programme aims to:

  • encourage the participation of students from a variety of backgrounds, some of whom may not have ‘traditionally’ recognised qualifications
  • provide the personal, communication and problem-solving skills required for specialist roles within the care sector
  • develop an understanding of the factors underlying challenging behaviour
  • encourage an understanding of the theories applicable to 'applied behaviour analysis' and 'ordinary living'
  • enable students to work in constructive and ethical ways with people who are often marginalized and vulnerable
  • develop person-centred values
  • develop practitioners who can support communication, choice participation and independence in others
  • develop the ability to conduct individual assessments of challenging behaviour and develop interventions
  • prepare practitioners for a leadership role in families, schools, workplaces and communities
  • fulfil the need for specialist practitioners, both nationally and in the region.

Learning outcomes

Knowledge and understanding

You gain a knowledge and understanding of:

  • social role valorisation, ordinary living and person-centred approaches as a value base for the provision of services
  • behavioural learning theory, its use in skills teaching and service organisation
  • scientific method and its application to evidence-based practice
  • scientific method as the basis for the critical analysis of research material
  • the collection, analysis and interpretation of quantitative and qualitative data relating to quality of life and challenging behaviour
  • needs assessment within a multi-disciplinary, multi-agency framework
  • active support and the development of social networks
  • the communication partnership and communication strategies with individuals
  • applied behaviour analysis as a way of understanding the development of challenging behaviour
  • the development of multi-element intervention plans
  • organisational psychology related to theories of change, motivation and successful intervention with the individual, carers and organisations.

Intellectual skills

You develop the ability to:

  • review literature that is at the forefront of the discipline
  • analyse data in relation to issues of method, reliability and validity
  • cross-reference data from various sources to draw conclusions on people’s needs and factors influencing their behaviour
  • interpret available data and to aware of alternative interpretations
  • recognise limitations in data or its method of collection
  • use assessment information to develop strategies for problem-solving and improving people’s quality of life.

Subject-specific skills

You gain subject-specific skills in the use of:

  • tools relating to needs assessment, communication, participation, skills development and the functional analysis of behaviour
  • intervention plans relating to the development of communication, participation and skills for people with learning disabilities
  • intervention plans for the management and replacement of challenging behaviour
  • recognised strategies and techniques to support the provision of high quality care within services including Active Support and Periodic Service Review.

Transferable skills

You gain transferable skills in:

  • communication – how to communicate ideas and arguments to others, both in written and spoken form; make short presentations to fellow students and staff; prepare written assignments and reference the materials referred to
  • working with others – developing interpersonal and team work skills to enable you to work collaboratively, negotiate, listen and deliver results
  • improving you own learning: how to be reflective, adaptive and collaborative in your learning; explore personal strengths and weaknesses; review your working environment; develop skills in time management by delivering academic work to deadlines and to the required standard
  • problem solving – you learn to identify and define problems; explore alternative solutions and discriminate between them
  • information technology – you develop your skills in producing written documents;  online research; studying and learning using library and internet sources.
  • numeracy – you learn to use statistics in your analysis of data and how to represent data visually.

Careers

Our programmes provide you with knowledge and skills that will appeal to employers such as the NHS, local authority adults’ and children’s services, and the voluntary and private social and healthcare sector. You also develop transferable skills such as planning and organisation, teamwork, leadership.

This course is ideal for carers or practitioners in services for people with intellectual or developmental disabilities, including health, social care and education. Special educational needs teachers and teaching assistants will also find this course invaluable.

For more information on the services Kent provides you to improve your career prospects visit www.kent.ac.uk/employability.

Entry requirements

Home/EU students

The University carefully considers each applicant on a individual basis. For this programme we consider candidates who meet the academic criteria below and also those with relevant experience.  We usually expect candidates to have been employed for at least six months working directly with children or adults with intellectual or developmental disabilities and often require an employment reference to be provided.

If you would like to discuss your circumstances in more detail, please contact us.

Qualification Typical offer/minimum requirement
A level

CCD

Mature students who do not hold appropriate qualifications can apply, but you need to demonstrate that you have the skills/experience to study at degree level.

All students must have appropriate work, volunteering or personal experience.

Access to HE Diploma

The University of Kent will not necessarily make conditional offers to all access candidates but will continue to assess them on an individual basis. If an offer is made candidates will be required to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

Merit, Merit, Pass

International Baccalaureate

34 points overall or 13 at HL

International students

The University receives applications from over 140 different nationalities and consequently will consider applications from prospective students offering a wide range of international qualifications. Our International Development Office will be happy to advise prospective students on entry requirements. See our International Student website for further information about our country-specific requirements.

Please note that if you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes through Kent International Pathways.

Qualification Typical offer/minimum requirement
English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.

General entry requirements

Please also see our general entry requirements.

Funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. Our 2015 financial support package includes a £6,000 cash bursary spread over the duration of your course. For Ts&Cs and to find out more, visit our funding page.

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence, which will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications as specified on our funding pages. Please note that details of the scholarship for 2015 entry have not yet been finalised and are subject to change.

Enquire or order a prospectus

Download a prospectus (PDF - 2MB) or order one below.

Contacts

Related schools

Enquiries

To make a general enquiry, request additional information or arrange a conversation in person, please email us:

Tony Osgood, Lecturer
E: a.osgood@kent.ac.uk

Trish Barton, Undergraduate Student Suppport Officer 
E: p.m.barton@kent.ac.uk

To book a place on one of our taster sessions, please email:

Jo Ruffels, PA to the Director (Tizard Centre)
E: j.ruffels@kent.ac.uk

Resources

Download a subject leaflet (pdf)

Our subject leaflets provide more detail about individual subjects areas. See:

Read our student profiles

Open days

Our general open days will give you a flavour of what it is like to be an undergraduate, postgraduate or part-time student at Kent. They include a programme of talks for undergraduate students, with subject lectures and demonstrations, plus self-guided walking tours of the campus and accommodation.

Please check which of our locations offers the courses you are interested in before choosing which event to attend.

Related courses

UNISTATS / KIS

Key Information Sets

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.

Fees

Every effort is made to ensure that the information contained in publicity materials is fair and accurate at the time of going to press. However, the courses, services and other matter covered by web pages and prospectuses are subject to change from time to time and no guarantee can be given that changes will not be made following publication and/or after candidates have been admitted to the University. Please see www.kent.ac.uk/applicants/information/policies/disclaimer for further information. Please note that modules shown are based on the current curriculum but are subject to change.

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