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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Autistic Spectrum, Specific Language Impairment and Dyslexia: an introduction (EDUA11394)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits10 ECTS Credits5
SummaryThe course provides a short introduction to three important issues which affect children's learning: Autism Spectrum Disorder, Specific Language Impairment and Dyslexia.
Course description This blended learning course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical and practical aspects of support for children who have Autism Spectrum Disorder, Specific Language Impairment, or Dyslexia. Analysing recent research critically, the course will also consider how these conditions can co-occur. The course seeks to broaden awareness of perspectives and consider the controversies surrounding these difficulties thus enabling professionals to identify and better support young people through the curriculum, the social life of the school, and consideration of more flexible curricular arrangements.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Academic year 2017/18, Available to all students (SV1) Quota:  None
Course Start Semester 2
Course Start Date 15/01/2018
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 100 ( Programme Level Learning and Teaching Hours 2, Directed Learning and Independent Learning Hours 98 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) 300 (max) word assignment outline
2000 word written assignment.
Feedback Students will provide a brief assignment outline of no more than 300 words. This will be submitted by email to the course tutor midway through the course. The outline will detail preliminary ideas for the assignment, which will be focussed on one or more of the areas studied. The tutor will provide formative feedback with a turnaround of a week.

The completed assignment will be submitted through Turnitin and will be marked and moderated within 15 days of submission. Comments will be on the script in Turnitin, and a commentary will be provided using the common postgraduate marking criteria.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Develop a critical understanding of the nature of Autism Spectrum Disorder, Developmental Language Disorder (formerly SLI) and Dyslexia from several perspectives.
  2. Analyse the roles of the curriculum and school organisation as possible barriers to learning for children and young people with these conditions.
  3. Develop an understanding of the principles underpinning the process of assessment for Autism Spectrum Disorder, Developmental Language Disorder ( formerly SLI) and Dyslexia, and consider the co-occurrence of certain indicators.
  4. Critically evaluate current approaches to the support of learners with one or more of these difficulties.
Reading List
Essential texts only:

Leonard, L. (2014) Children with Specific Language Impairment. MIT Press.

Ebbels, S. (2017)Effectiveness of 1:1 speech and language therapy for older children with ( developmental) language disorder. International Journal of Language and Communication Disorders, 52(4), pp528-539.

Snowling, M. J. & Hulme, C. (2009) Developmental disorders of language learning and cognition.Wiley. pp284-326.

Vermeulen, P. (2015) Context blindness in Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 30(3), pp182-192.

Snowing,M.J. (2014) Dyslexia: A language learning impairment. Journal of the British Academy, 2, pp43-58.

Alloway, al.(2017) Can you spell dyslexia without SLI? Comparing the cognitive profiles of dyslexia and specific language impairment and their roles in learning. Research in Developmental Disabilities, 65, pp97-102.

Additional Information
Graduate Attributes and Skills 1) Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy
2) Develop a thorough understanding of key concepts, for example,inclusion, inclusive education, additional support for learning, recognising them as problematic and contested terms
3) Be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self-evaluation and self-improvement
4) Be able to develop, maintain and sustain intellectual rigour and application
Additional Class Delivery Information This course will consist of 3 x 3 hour face to face sessions consisting of presentations and workshop activities, and one online session.
Keywordsautistic spectrum,specific language impairment,dyslexia,inclusive education
Course organiserMs Carol Graham
Course secretaryMrs Susan Scott
Tel: (0131 6)51 6573
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