Person Centred Approaches - TZ325

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury Autumn
View Timetable
4 30 (15) DR M Barnoux




Only available to Tizard UG programmes



This module will present students with teaching on the policy and research contexts of person centred approaches, their origins and applications, and the methods of beginning a basic assessment of goodness of fit between individuals and environments by focussing on four domains: communication, wellbeing, choice and activities. Through assessment of work situations or of a hypothetical case study, students will be able to offer a critical and constructive answer to the question of how to provide person-centred support to individuals.


Contact hours

This module will be taught through blended learning. Blended learning features online forum and chat discussions, case-study work, group exercises, videos, guided reading of text based materials and study questions.


Available 2018/19

Method of assessment

The module is assessed through a number of assessed elements. These comprise a two part 3500 word essay (60%), a one hour MCT/Short-answer exam (30%), and a mark for contributions to online discussion forums (10%).

Indicative reading

Cambridge, P. & Carnaby, S., (Eds.) (2005). Person Centred Planning and Care Management with People with Learning Disabilities. London: Jessica Kingsley Publishers.
Carnaby, S., (Ed) (2011). Learning Disability Today. Third Edition. Brighton: Pavilion Publishing.
Frith, U., (2003) Autism: Explaining the Enigma. Second Edition Oxford: Basil Blackwell.
Grant, G., Ramcharan, P., Flynn, M., Richardson, M., (Eds.) (2010). Learning Disability: a life cycle approach. Second Edition. Maidenhead: OUP.
Kutscher, M.L. (2015). 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. Second Edition. London: Jessica Kingsley Publishers.
Mansell, J., Beadle-Brown, J., (2012). Active Support: enabling and empowering people with intellectual disabilities. London: Jessica Kingsley Publishers.

Learning outcomes

• Demonstrate an understanding of the origins and underlying principles of person centred approaches to supporting individuals with autism or intellectual and developmental disabilities
• Evaluate different approaches in the research literature
• Begin to assess the fit between an individual and the environment in terms of communication, engagement & activity, choice and wellbeing
• Show capacity to draw on both published work and personal experience
• Demonstrate the ability to understand and communicate key concepts in writing
• Make effective use of information technology (word processing, email, internet, online learning resources) to meet deadlines and complete tasks
• Demonstrate time management skills
• Recognise issues relating to equality and diversity by using non-discriminatory language

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