All academic modules on the Intellectual and Developmental Disabilities programmes are taught using a combination of web-based resources, reading, the introductory workshop and a one-week workshop in the Spring. For each module, there will be web-based materials including video-recorded lectures, web-based discussions/seminars, and quizzes/group exercises. Students are also expected to conduct their own literature searches and follow-up the core reading and the reference lists for each topic covered
The aim of this module is to teach the basic facts about the nature and origins of intellectual and developmental disabilities, including definitions of learning disability, epidemiology, biological, social and environmental causes of learning disability. In addition, characteristics of people with intellectual and developmental disabilities will be considered (including cognitive and social characteristics) along with issues such as autism, ageing, transition, early intervention, physical & mental health, parenting, sexuality and people with intellectual and developmental disability in the criminal justice system.
Total contact hours: 30
Private study hours: 170
Total study hours: 100
Intellectual and Developmental Disabilities by distance learning MA
Intellectual and Developmental Disabilities by distance learning Postgraduate Diploma
Intellectual and Developmental Disabilities by distance learning Postgraduate certificate
Main assessment methods
Examination (2 hours) - 100%
Reassessment methods
Reassessment instrument - Like–for-like
Baxter, C., Poonia, K., Ward, L. and Nadirshaw, Z. (1990) Double Discrimination. London: Kings Fund Centre. HV3008.G7
BMA & Law Society (2004). Assessment of Mental Capacity: Guidance for Doctors and Lawyers. 2nd Edition. BMJ Books
Department of Health. (2001) Reference Guide to Consent for Examination or Treatment. London: Department of Health. Download from: http://www.dh.gov.uk/assetRoot/04/01/90/79/04019079.pdf
Emerson, E., Hatton, Felce, D. and Murphy, G. (2001) Learning Disabilities: The Fundamental Facts. Chichester: Wiley & Sons. 9HV3008.G7
Harris, J.C. (2005). Intellectual Disability. Oxford University Press.
Hogg, J. & Langa, A. (2005) Assessing Adults with Intellectual Disability: A Service provider's Guide. BPS Blackwell
Janciki, M.P. & Prasher, V.P. (2005) Alzheimer?s Disease and Dementia in Down Syndrome and Intellectual Disabilities.
Schalock, R.L., Gardner, J.F. & Bradley, V.J. (2007) Quality of Life: Applications for People with Intellectual & Developmental Disability. AAIDD.
Ward, L. (1998) Innovations in Advocacy and Empowerment for People with Intellectual Disabilities. Chorley: Lisieux Hall Publications ISBN1870335244 HV 3008.G7
Walsh, P.N. & Hellar T. (2002) Health of Women with Intellectual Disabilities. Blackwells.
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 Understand the history of the definitions of intellectual and developmental disabilities
8.2 Be familiar with current practice in defining intellectual and developmental disabilities in UK services and elsewhere
8.3 Know the epidemiology of intellectual and developmental disabilities in the UK, other Western countries and the developing world
8.4 Understand the biological, social and environmental causes of intellectual and developmental disabilities and how these interact in
individuals
8.5 Know the cognitive and social characteristics of people with intellectual and developmental disabilities
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Learn to use the research literature as the main source of information on each of the topics studied
9.2 Learn to use IT resources to follow up what they hear in lectures and what they read on the web-based material
9.3 Learn to summarise their reading in order to contribute to web-based discussions
9.4 Organise and manage their studying independently with support from tutors
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