Undergraduate programmes in Autism studies

Programme Options

  • Stand alone modules
    • Introduction to the autism spectrum (15 credits at level C)
    • Introduction to supporting people on the autism spectrum (30 credits at level C )
    • Intervention in Autism (30 credits at level C and 30 credits at level I)
    • Theoretical approaches to autism (15 credits at level I)
  • Certificate in Autism studies (1 year)
  • Foundation Degree in Autism Studies (2 years)
  • BSc in Autism studies (3 years)

 

The Certificate and Foundation Degree will be delivered mainly by distance learning. Students will be expected to attend an induction and academic development workshop at the beginning of the each year and then will complete the rest of the foundation degree through a mixture of web-based learning, guided study and assignments. Students wishing to transfer to the BSc at the end of the two years will study the final year based at the Tizard Centre. The third year combines 3-4 day workshops spread across the year, with personal study and work-based learning.

 

Proposed fees:

Fee

15 credit modules

£260 per module

30 credit modules

£520 per module

Foundation degree

Standard  UG fee per year

BSc in Autism

Standard  UG fee per year

Please note these fees are a guide and final fees will be available through the university website as soon as possible.

In addition students are required to have broadband internet access and will need to buy a small number of books. Students are responsible for their own travel expenses where needed.

Course components

Year 1 (Foundation degree and BSc)

  • Academic Development (15 credits)
  • Introduction to the autism spectrum (15 credits)
  • Introduction to supporting people on the autism spectrum (30 credits)
  • Intervention in Autism (30 credits)
  • Case study assessment (30 credits)

Year 2 (Foundation degree and BSc)

  • Intervention in Autism (30 credits)
  • Theoretical approaches to autism (15 credits)
  • Essay assignment (15 credits)
  • Case study (30 credits)
  • Work based learning (30 credits)

Year 3 (BSc)

  • Values, ethics and professional practice (15 credits)
  • Concepts of applied behaviour analysis (15 credits)
  • Observation and analysis of behaviour (15 credits)
  • Developing and implementing interventions (15 credits)
  • Worked based learning in applied behaviour analysis (60 credits)

Teaching methods

Modules will be taught via a mixture of web-based texts, recommended reading, guided study, some campus-based teaching on the academic development module, video resources and online discussions. Moodle will be used as the virtual learning environment. Students will be provided with substantial reading material but will also be expected to pursue their own reading through journals (mostly available online or via document delivery) and books (through Kent library and local libraries).

All distance learning students will have an assigned tutor who will provide them with support by e-mail, via online discussion and via telephone.  Students who wish to see the tutor face-to-face will be able to do so by prior arrangement.


Assessment will be via web-based exams, essay assignments and case studies. There will be an assignment deadline and marking point each term and exams will be held once a year in May/June.
Students doing stand alone modules will generally complete each module within a year and sit exams at the same time as Foundation degree and BSc students. Students will be able to register for as many or as few of the certificate level modules as they wish at any one time (there will be three stand alone modules available at certificate level) and once they have completed the certificate level modules, they can register for one or both of the intermediate or second year modules.

Indicative reading list

Below is a list of some of the key references which will be used in the Foundation degree and therefore in some of the stand alone modules.

  • 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.
  • 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

 

Required attendance at Canterbury

Students studying on any of the individual modules will attend a two-day induction in October of their first year so that students can become familiar with Moodle and can become familiar with web-based library resources. They will also have the opportunity to meet their tutor and other students.  The dates for 2011/2012 induction will be the 17th and 18th October 2011.

Those studying for a Foundation Degree or BSc are required to attend one workshop at the beginning of the academic year on Academic Development (17th to 20th October 2011). This workshop also includes an induction to the course and to using Moodle.  

Students are also required to attend for the exams which will be held in the summer term at the University and invigilated by University Staff. It is hoped that over time we might be able to identify other venues that people can use to sit their exams but for at least the first 2 years exams will be held on campus.

In Year 2 students will be required to attend a two day induction in October (in 2011 this will be 3rd and 4th October), during which they will be briefed about the work-based learning module and given some practical teaching on methods to assess challenging behaviour and quality of life. They will also attend campus for two days in the Spring for group supervision on their work based learning portfoilios and exams.

Work-based learning

Students will be expected to draw on their practical experience of supporting someone with autism during the course. In the first year, this will be mostly informal, during discussions and in assignments. In the second year, students need to be able to be working directly with an individual or a group of individuals with autism spectrum conditions. This can be as a family carer, as a teacher or teaching assistant, as a support worker etc. Students who are not working in a direct support capacity will need to obtain a placement during the second year. This can be as a part-time paid post or a voluntary position. We have links with some local schools and providers where placements might be possible. For example, we know that Longfield Academy is interested in having students on placement. This module will be assessed by a portfolio which is written over the couse of the year.

Admission criteria and applying

  • Students who choose to apply for the Foundation degree or BSc will be asked to provide some evidence of their ability to study at undergraduate degree level. Candidates may be required to attend an interview and complete a short task. General university level entrance requirements will apply and proficiency in English will be necessary. A reference, usually by a current or previous employer, may also be sought.
  • Access to the Foundation degree will also be via completion of the stand alone distance learning modules. Students who do not meet the university's entrance requirements will be encouraged to take this route.
  • Accreditation of prior learning will be considered on a case by case basis. Courses likely to result in APL will include those offered by the National Autistic Society and the Autism Resource Centre in Singapore.

 

Guidance for applying for Foundation degree or BSc in Autism Studies

Guidance for applying for standalone modules

Application form for stand alone modules

 

Progression

Students who gain enough credits on standalone modules will be offered the opportunity to complete assignment, case study and worked-based placement modules to convert their credits to a Certificate in Autism Studies or to a Foundation Degree.  Those who have successfully completed the Foundation Degree, can progress to a BSc by completing the Graduate Diploma in Applied Behaviour Analysis in their third year.

More information on Year 1 modules

Academic Development (15 credits)

This module aims to facilitate learning of key skills in students with a range of abilities and needs. It provides a foundation in key skills upon which students can build through the rest of their studies.

They will develop competence in: learning subject specific material and preparing assessed written and verbal assignments, as well as using IT and web-based applications. The module is structured around the acquisition of foundation skills in:

  • Communication
  • Application of number
  • Information technology
  • Working with others
  • Improving one’s own learning and performance
  • Problem solving

 

Following the successful completion of the module, students should be able to:

  • Demonstrate effective skills in written communication
  • Demonstrate verbal communication skills as required for seminar participation and oral presentations
  • Demonstrate an understanding of the academic conventions appropriate to the subject discipline
  • Demonstrate the ability to evaluate and synthesise information from reading and lectures
  • Use information and communication technologies for a range of activities such as bibliographic searches, data acquisition and data presentation
  • Reflect on their academic performance and assess their personal strengths and weaknesses.

 

Students will complete a number of tasks during the week and an assessed assignment following the workshop.

Introduction to the autism spectrum (15 credits)

Available as a stand alone module and as part of Foundation Degree and BSc

The module will cover the following core content.

  • What is an autism spectrum disorder? What subtypes are there and how is it diagnosed?
  • How many people have autism?
  • What does the condition mean for people with ASD and their families – how does it affect their lives?
  • Causes of autism – an introduction to the theories
  • Models of disability applied to the autism spectrum, person-centred approaches.
  • Issues for services (co-morbidity, structure, sensory and environmental issues, empowerment and advocacy).

Students will complete one 3000 word essay assignment and a computer-based exam. Students will also be expected to take part in online discussions with their fellow students and course staff.

Introduction to supporting people on the autism spectrum (30 credits)

Available as a stand alone module and as part of the Foundation Degree and BSc.

The module will cover the following core content.

  • Policy, funding, service models (residential and educational), statementing.
  • Approaches/interventions to working with people – Applied Behaviour Analysis, Positive Behaviour Support, SPELL, PECS, TEACCH, PCAS, Communication. This module would focus on introducing these approache, apart from the SPELL framework which will be covered in more detail
  • Supporting families
  • Capacity and empowerment – a brief introduction
  • Advocacy and child/adult protection
  • Supporting individuals with ASD in mainstream education.

 Students will complete two assignments and a computer-based exam. The first assignment will be in the form of a 3000 essay which will require students to assimilate the material from across the module content in order answer a question regarding aspects of supporting an individual with autism and their family. The second assignment will be in the form of 2000 word short case study which will require students to answer a question regarding approaches to support an individual and their family.
Students will also be expected to take part in online discussions with their fellow students and course staff.

Intervention in Autism (30 credits)

Available as a stand alone module and as part of the Foundation Degree and BSc.

This module will cover both the evidence base and practical implications and applications of the following approaches:

  • SPELL
  • TEACCH
  • Person-centred approaches (active support, PCP etc) and supporting relationships
  • Communication
  • Positive Behaviour Support and autism.

This module will be assessed by one 2500 word written assignment and a one-hour computer-based exam. The assignment will be in the form of a short case study which will require students to assimilate the material from across the module content in order to propose ways in which an individual with autism could be supported to have a better quality of life in a person-centred environment, based on a case study provided.

Case study assessment (30 credits)

Students on the Foundation Degree and BSc will complete this assessment module. There will be two case study assignments.
The first assignment will require students to develop awareness raising training materials for staff working with a young person whose case is provided to students. You will be asked to provide a PowerPoint presentation and an accompanying script and justification of what you have included and excluded from the training session, which will have a time limit of 1 hour. The emphasis will be on improving the knowledge and attitudes of staff. This assignment will be worth 40% of the module mark.
The second assignment (a 4000 word case report) will require students to read a detailed case history and to produce a report that presents an assessment of the issues based on their learning and a suggested intervention to improve the quality of life of the individual featured in the case study. This case study will be worth 60% of the module mark.

For further information, please contact us at tizard-recruitment@kent.ac.uk