Intellectual Disabilities and Autism (Autism)

How do we define intellectual disabilities and autism? What is the correct terminology to use as practitioners or researchers? Is there a correct terminology and who defines that? How is autism and intellectual disabilities diagnosed? This module explores the nature and origins of intellectual disabilities and autism, giving the students a good understanding about the terminology used, how this has changed over time, the diagnosis of intellectual disabilities and autism, the past and current epidemiology of the two, and basic concepts of theoretical approaches aiding students’ understanding of intellectual disability and autism. This module provides an overview of historical and current ways that intellectual disabilities and autism have been conceptualised, introducing students to key theories and debates, as well as how these relate to wider models of disability. Lastly, this module considers the impact of differing ways of conceptualising intellectual disabilities and autism for service provision today, and an exploration of empowerment and advocacy both in theory and in practice.

What is academic research? Why study research methodology? How is it relevant to your current or future professional practice? By introducing you to research methodology, this module will provide you with a detailed understanding of the different approaches used by academic researchers in psychology and the broader social sciences, and will enable you to access, use, and interpret the research literature to further your knowledge and enact change in your chosen line of work. You will learn from experienced research staff in the field, who will support you to engage with, and critically interpret the research literature you will come across in your studies and beyond your postgraduate award. You will gain a vital understanding of how to synthesise existing knowledge, how to critically evaluate the literature, as well as develop the key skills required to design and undertake ethical and inclusive research in the disciplines of intellectual disabilities and autism.

How do organisations, services and practitioners decide which systems-wide framework or model would best suit their practice, and ultimately enhance the quality of life for people with intellectual disabilities and autistic individuals? What are the theoretical perspectives that underpin these frameworks and models? This module will provide you with an understanding of the different approaches used in the field of autism and intellectual disabilities and will set the scene for future academic modules where you will learn about specific interventions that fit within these frameworks and models. You will learn from experienced research and clinical staff in the field, who will support you to engage with and critically evaluate the literature, policy and guidance around these approaches to support. This module is designed to give students the tools to critically evaluate models of support used in clinical practice and in research to enhance the quality of life of autistic individuals and people with intellectual disabilities, preparing them to become competent evidence-based practitioners and researchers.

What are the challenges autistic people and individuals with intellectual disabilities face in their day-to-day lives that can impact their overall well-being? What evidence-based, meaningful support can we provide to them in our professional and personal capacities? In this module you will have the opportunity to learn about some of the prominent quality of life issues experienced by autistic individuals and people with intellectual disabilities and discuss the ways in which support can be provided to improve their well-being. Key topics related to core quality of life domains (e.g., emotional well-being, interpersonal relationships, material well-being, personal development, physical well-being, self-determination, social inclusion, and rights) will be explored by academic staff and practicing professionals who are experts in their respective subjects. For each topic, you will review and appraise some of the proposed psychological, behavioural, and social interventions and support strategies which can be implemented to improve well-being for autistic individuals, people with intellectual disabilities, and their families, in these target areas.

How can research enhance practice and support for people with intellectual disabilities and autistic individuals? What steps are involved in establishing an evidence base for a particular area? How does one develop and conduct ethical research? In this module, you will enhance your research skills and gain unique insights into conducting high-quality research. Whether you complete an empirical project, such as a survey, focus groups, or evaluation of an intervention, or opt for a non-empirical project, such as a policy review or systematic review, you will receive guidance and supervision from a member of the Tizard course team. Throughout the process, you will learn navigate ethical approval procedures (where applicable), design and implement data collection methods, and analyse and interpret your results. Ultimately, this module will pave the way for you to become an expert in your chosen area of focus while equipping you with valuable skills for future research endeavours if you decide to pursue them.

Understanding the importance of assessment and formulation when developing care and support plans for autistic individuals. How can we use methods of assessment to seek meaningful change in the way that care and support is provided for autistic people? What interventions can be utilised to support improvements in quality of life for autistic individuals and their family? This module serves as a catalyst for change, empowering you to explore innovative ways of care planning as well as recommendations for intervention. Utilising real-world scenarios of autistic individuals, you will engage in the development of comprehensive care plans through analysis of data to inform your recommendations and interventions. Students currently working in autism or relevant services will have the option to work on real cases via the work-based learning option of the module. Overall, this module will equip you with the skills needed to confidently plan and recommend interventions tailored to individual needs, culminating in a well-structured written reports detailing assessment processes and outcomes. Critically exploring the intricacies of person-centred support planning will refine your abilities to make a tangible difference in the lives of autistic people.

How can research enhance practice and support for people with intellectual disabilities and autistic individuals? What steps are involved in establishing an evidence base for a particular area? How does one develop and conduct ethical research? In this module, you will enhance your research skills and gain unique insights into conducting high-quality research. Whether you complete an empirical project, such as a survey, focus groups, or evaluation of an intervention, or opt for a non-empirical project, such as a policy review or systematic review, you will receive guidance and supervision from a member of the Tizard course team. Throughout the process, you will learn navigate ethical approval procedures (where applicable), design and implement data collection methods, and analyse and interpret your results. Ultimately, this module will pave the way for you to become an expert in your chosen area of focus while equipping you with valuable skills for future research endeavours if you decide to pursue them.

How do we ensure that the highest quality of support is provided to people with intellectual disabilities and autistic individuals across all types of service provision? What defines high quality support, and what makes a service ‘high quality’? Ensuring a meaningful quality of life for people with intellectual disabilities and autistic people should be of the upmost importance to all those involved in their support. This module will provide you with an understanding of how quality is defined and measured, how service provision can be evaluated to ensure best practice is consistently followed, and how research and policy have helped to shape how we think about what constitutes best practice. You will learn from experienced research and clinical staff in the field, who will support you to engage with and critically evaluate the literature, policy and guidance around measurement and evaluation of quality of support and service provision, that you will come across in your studies and beyond your postgraduate award.