Programme And Module Handbook
Programme Specification

Date Specification Approved 08/10/2014
College College Social Sciences
School School of Education
Department Disab, Inclusion & Spec Needs
Partner College and School
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title UCert Autistic Spectrum Disorders Part-time.
Programme Code 5681
Delivery Location Distance Education
Language of Study English
Length of Programme 12 Months
Accreditations This programme has no outside accreditations
Aims of the Programme The programme is designed for parents and professionals working with adults or children with Autistic Spectrum Disorders. The settings in which the professionals will work will include day mainstream and special schools, Social Education centres, a range of adult services, colleges of Further and Higher Education, employment, outreach and community based work with children and adults with ASD and their families. The course participants will include classroom assistants, care workers, support workers, residential social workers, instructors and parents. The programme aims to: Develop the students understanding of the care, support and education of children and adults with Autistic Spectrum Disorders (ASD); Enable students to engage with lifelong learning, study and enquiry and to appreciate the value of education and training to society; Enhance the practice of students to apply skills in the care, support and lifelong education of individuals with ASD in a wide range of contexts
Programme Outcomes
Students are expected to have Knowledge and Understanding of: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
The main characteristics of autistic spectrum disorders (ASD's) and the implications these have for how students approach the care, support and education of people with ASD.
Approaches the student can use to meet the special needs of a person with ASD.
The broader range of needs of people with ASD and the ways these can be addressed.
The concept of reflective practice. Students will have a framework through which they can analyse and reflect on what they are doing, including seeking advice and feedback.
Course materials that promote active learning. Diverse, carefully planned programme of teaching and learning styles will be used throughout. This will include audio materials, the use of CD ROM and video, directed study of textbooks, journal articles and online material, including lectures and seminars/ video conferencing. Regional tutorials involving face to face and web based group work and support. The course will present materials in ways that are accessible to a variety of learning styles : audio , still photographs, visual material, web links and text. This will enable students to reflect on approaches that can be used to meet the special needs of a person with ASD. Students will be encouraged to undertake the reading of a body of literature to consolidate what is being taught and to broaden individual knowledge and understanding of the subject. The course material, assessment strategy, activities and tutorials will encourage students to apply their knowledge and understanding to practice and policy development in their workplace. Course material that is presented in a way that gives students a framework whilst encouraging questioning. Activities which give students the opportunity for experiential learning.
Formal assessment is via staged coursework. Attached to each module will be a portfolio of work. In this portfolio, students will need to complete three pieces of work that will be assessed at the end of the module. These pieces of work will include: 1. An assignment relating to course material presented (1500 words). This part of the portfolio encourages students to write about issues brought up in course material; 2. An example of work based practice (1500 words). This part of the portfolio encourages students to apply issues from course material to practice. 3. A collection of three portfolio activities. (1500 words). Each unit will have a variety of activities attached to it. Students will be asked to choose one activity from each unit on which to be formally assessed. This part of the portfolio encourages reflection and assesses understanding of course material.
Students are expected to have attained the following Skills and other Attributes: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Students will be able to communicate ideas effectively
Students will have developed the necessary ICT skills to access the online learning environment. They will be able to use electronic information management tools, including word processing, email, use of www and some electronic information retrieval systems. They will begin to understand how to mine information, how to access online communities and how to use the web for specific study purposes.
Students will be able to approach literature critically and will be able to apply their knowledge to practical contexts
Students will be encouraged to develop the skills of teamwork and collaboration, time management, the ability to find and retrieve relevant information from a variety of sources, the use of ICT and to take a critical and reflective view of literature and their own practice.
Training in study skills presented in introductory module as well as being woven into course material. Regional tutorials. Formative marking of assignments. Occasional feedback on activities. Training in the use of the online learning environment will be integrated into the course. Students will work independently through guided study and use the internet and computer assisted learning packages. The course team will offer some support with ICT skills or problems. Course material, activities and the assessment strategy will encourage critical and reflective study. Activities connected to units will develop problem-solving skills. Students will be encouraged and supported to in meeting the needs of people with ASD in their work situation. Practical work in tutorials as well as web discussion rooms and interest groups will give students the opportunity for problem-solving group work. Tutorials relying on discussion and interaction, presentations given by individual students or groups of learners. Discussion forums involving students by fostering an online community.
This information is to be supplied