Study autism in all aspects of theory, research and practice on this specialist postgraduate course. You reflect on how autism affects the way in which people experience the world and analyse these experiences in the context of wider disability debates. The course helps you to identify and consider the barriers in society that hinder individuals with autism in terms of learning and achieving their goals.
If you are from a professional background the course supports you in developing a range of academic skills, a professional knowledge base and employability skills that link closely to your specialism and career goals.
If you are interested in this course from a personal perspective as an individual with autism, a parent or carer, we support your developing understanding of the autism spectrum.
This course is ideal if you are
The course focuses on the UK education and education-related systems, but also places these in an international context.
Assessments can be linked to your own work so you can specialise in a particular age bracket or education or support role. For example, you can choose to focus your study and placement experience on • the early years • primary education • secondary education • further education • higher education sectors. Or you can focus on professions linked to education such as • learning mentor • education welfare officer • arts education officer • education-related health roles.
The course provides a relevant qualification for anyone holding or intending to hold a management position in the field of autism. You reflect on current theory relating to the autism spectrum and evaluate how you might use new learning to develop your own practice.
Assessment varies between modules but includes a mixture of professional work-based tasks and academic and critical reflection. There are no examinations.
Part-time – typically one year to certificate, two years to diploma, three years to masters, maximum six years
Each module is taught 5–7.30pm once a week typically over eight to ten weeks. For groups of 15 students or more, it may be possible to deliver the course at your organisation if it is in the local region.
The modules you take depend on whether you are pursuing a PgCert, PgDip or MA.
Critical reflections on the Autism and Asperger Syndrome
This module helps you to reflect on theoretical and practical notions of autism and Asperger Syndrome (AS) and to analyse the impact autism/AS might have on those diagnosed and their families within a professional and/or personal context.
Autism, policy and practice
The aim of this module is to enable reflection on autism/AS in relation to strategy, policy, and/or legislation locally, nationally and, where relevant, internationally. This helps you to contextualise and critique personal and professional practice.
Autism, challenging behaviour and communication
This module interrogates and evaluates different conceptualisations of challenging behaviour and reflects on how these impact upon the life experiences of people on the autism spectrum and their families. Through a critique of theory, research, practice and their own behaviours and communication styles, the module explores the relationship between challenging behaviour and communication, evaluating to what extent these might be interdependent. This module also considers current policy and other 'drivers' to analyse how these might create the cultures and environments in which behaviours and communications are created and played out.
Reflecting on Professional Practice
The nature of this module is to provide the opportunity for students to pursue an individual negotiated study of professional significance. Students are required to make a formal proposal for the study which will be agreed with the tutor. The focus of the study can be on a professional activity that has already been undertaken or is currently being undertaken. Alternatively it may involve the design of a small-scale project or investigation as a specific vehicle both for professional learning and to contribute to developments in the workplace/setting. The choice of focus must be relevant to the specific award for which the participant is registered.
Teaching approaches reflect a process rather than a content orientation supporting the students to design, implement and evaluate the significance of the study that they intend to undertake. Students are expected to demonstrate a high degree of professional independence and autonomy in carrying out the study and in identifying and accessing a suitable knowledge base.
The module is designed to be used in a range of professional or personal contexts, where students have different interests and motivations for undertaking educational enquiry. The content is tailored according to the group. All students undertake an educational enquiry.
IMPORTANT NOTE: Per 6 April 2015 only the English language tests from IELTS and Trinity College London are accepted for Tier 4 Visa applications to the United Kingdom. Other tests (including TOEFL, TOEIC, Pearson, City & Guilds) are no longer accepted for Tier 4 visa applications to the United Kingdom. The university might still accept these tests to admit you to the university, but if you require a Tier 4 visa to enter the UK and begin your degree programme, these tests will not be sufficient to obtain your Visa. Since the Trinity College London language tests must be taken in one of their exam centres in the UK, IELTS is now the only language test accepted for Tier 4 visas to the UK that can be taken worldwide.
Typically a degree or equivalent and an interest in the autism spectrum.
If English is not your first language, you need an overall IELTS score of 6.5 with 6.5 in reading and 6.5 in writing. We may invite you to take part in a face to face or telephone interview to ensure your spoken language skills meet the requirements for working with learners in an educational setting or context.
No work experience is required.
Fortunately enough I was able to find StudyPortals. Right from the start of the application to getting the confirmation of admission I was using StudyPortals.
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