Work-Based Learning in Autism Studies - TZ527

Location Term Level Credits (ECTS) Current Convenor 2018-19
Canterbury Yearlong
View Timetable
5 30 (15) DR J Bradshaw


This module is completed as part of the second year of a Foundation Degree or a BSc in Autism Studies. As part of either the Foundation degree or the BSc, they will have completed TZ313 (introduction to the Autism Spectrum), TZ314 (introduction to supporting people on the Autism Spectrum), TZ 315 (Intervention part 1), TZ317 (case study intervention) and, SO328 (Academic development).


AVAILABLE only to students studying the Autism Programmes



There is no set curriculum for this module. This module is a Stage 2 module that is part of a distance learning Foundation 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 C and other Level I 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.


Contact hours

Students are expected to spend 300 hours on this module. Approximately 10 hours will be spent in face to face teaching looking at methods of collecting data and a further 5 hours in group supervision sessions plus up to approximately 10 hours in one-to-one supervision sessions with their tutors (either face-to-face or using Skype or phone conferencing). Approximately 200 hours will be spent working with people with autism either in their normal place of work or on a placement arranged for the purpose of this module and the remaining 75 hours will be spent completing assignments for their portfolio.


Available 2016/17

Method of assessment

All learning outcomes for this module will be tested through a portfolio (worth 100% of the module mark).

Indicative reading

There is no specific reading lists for this module. Students will draw on reading carried out for other Year 1 (level C) and Year 2 (Level I) modules.

These will include the following:

• 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)

See the library reading list for this module (Medway)

Learning outcomes

Following the successful completion of this module, students will be able to:
Demonstrate, in their work with people with autism spectrum conditions, a critical understanding of autism – the characteristics, diagnosis causes and theories. (FD PLO A.1, A.2,
A.8, A.9: BSc PLO A.1).
Demonstrate, in their work with people with autism spectrum conditions, the use of assessments relating to quality of life and autism friendly environments. (FD PLO: A5; A11, B2; BSc PLO A4; A7; B4).
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. (FD PLO A5, A11, B2, C1; BSc PLO A4, A5, B3, B4, C1).
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 (FD PLO C1, D1; BSc PLO C1, D1, D2).


Co-requisites will be TZ528 (Theoretical and Diagnostic Approaches to Autism), TZ529 (Intervention Part 2), TZ531(Autism Extended Essay) and TZ530 (Case study assessment).

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