Postgraduate Course: Autistic Spectrum, Specific Language Impairment and Dyslexia: an introduction (EDUA11394)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||The course provides a short introduction to three important issues which affect children's learning: Autism Spectrum Disorder, Specific Language Impairment and Dyslexia.
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)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Develop a critical understanding of the nature of Autism Spectrum Disorder, Developmental Language Disorder (formerly SLI) and Dyslexia from several perspectives.
- Analyse the roles of the curriculum and school organisation as possible barriers to learning for children and young people with these conditions.
- 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.
- Critically evaluate current approaches to the support of learners with one or more of these difficulties.
|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, T.et 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.
|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.
|Keywords||autistic spectrum,specific language impairment,dyslexia,inclusive education
|Course organiser||Ms Carol Graham
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678