Postgraduate Course: Autistic Spectrum, Specific Language Impairment and Dyslexia: an introduction (EDUA11394)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | The course provides a short introduction to three important issues which affect children's learning: the autistic spectrum, 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 are on the autism spectrum, have Specific Language Impairment, or who have 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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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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 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Discuss current theoretical issues relating to the autistic spectrum, Specific Language Impairment (SLI) and dyslexia, and provide a critical detailed analysis of the implications of a diagnosis of these conditions for educational settings. In a contextualised response within an educational context, discuss how you may collaborate with other professionals in the identification and support of learners on the autistic spectrum, or who have Specific Language Impairment (SLI) or dyslexia. (2,000 words) |
| Feedback |
Students will provide a piece of writing half way through the course with their preliminary ideas for their assignment, which is to look at one of the three areas. The tutor will provide formative feedback with a turnaround of a week.
The assignment 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:
- Develop a critical understanding of the nature of the autistic spectrum, Specific Language Impairment (SLI) and dyslexia from several perspectives.
- Analyse the roles of the curriculum and school organisation as possible barriers to learning for children with these conditions.
- Develop an understanding of the principles underpinning the process of assessment of dyslexia when it co-occurs with autism and SLI.
- Critically evaluate current approaches to the support of learners with one or more of these difficulties.
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Reading List
Hoff, E. & Schatz, M. (2007) Blackwell Handbook of Language Development. Blackwell.
Leonard, L. (2014) Children with Specific Language Impairment. MIT Press.
McCarthy, J., Hogan, T. & Catts, H. (2012) Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Clinical Linguistics & Phonetics. Vol.26(9), p.791-805
Nash, H., Hulme, C., Gooch, D. & Snowling, M. (2013) Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment, Journal of Child Psychology and Psychiatry, Vol.54(9), pp.958-968.
Pittman, M. (2012) Helping children with autistic disorders to learn. London: Sage.
Snowling, M. & Hulme, C. (2009) Developmental disorders of language learning and cognition.Wiley.
Wong, C., Odom, S.L., Hume, K.A. et al. (2015) Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders 45: 1951. doi:10.1007/s10803-014-2351-z
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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 |
| Keywords | autistic spectrum,specific language impairment,dyslexia,inclusive education |
Contacts
| Course organiser | Ms Carol Graham
Tel:
Email: v1cgrah6@exseed.ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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