This module aims to develop awareness of the educational and other approaches used with autistic children and young people (CYP), to examine their effectiveness and to examine issues of curriculum entitlement and access. It explores the concept of inclusion and investigates inclusive practices in schools and other settings. The module identifies how curricula and approaches should be consistent with CYP’s level of understanding; objectives should be relevant and useful in the short and longer term; activities should be enjoyable for the child and should not cause distress. Approaches and goals should address priorities set by the child him or herself, where possible, and the family and professionals who are involved with the child.
The module is particularly suited for students who are practitioners (teachers, psychologists, speech and language therapists, social workers, nurses) or parents currently working with children on the autism spectrum, in whatever setting.
Learning Outcomes
By the end of the module students should be able to:
Demonstrate knowledge of the main educational practices for CYP on the autism spectrum and be aware of the environment, settings and conditions that are likely to promote social, emotional and physical wellbeing in autistic CYP at different stages of their development. Consider some of the challenges and possibilities in relation to transition (e.g., within the school, from one year-group to the next; between educational establishments, from childhood to adulthood).
Observe and assess a CYP on the autism spectrum to determine their particular needs and to devise targets and evaluate progress.
Understand the importance of autistic perspectives in all areas of practice and theory, engage with issues of advocacy and to involve autistic CYP in decision-making.
Critically appraise the current evidence base, identify limitations and gaps in research and develop the skills of a scientific practitioner that draws on evidence-informed practice.