Postgraduate Course: ADHD, Dyspraxia and Emotional & Behavioural Difficulties: an introduction (EDUA11395)
|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 is an introductory one about three issues which affect many children and young people in educational settings: ADHD, dyspraxia and emotional and behavioural difficulties.
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 Attention Deficit Hyperactivity Disorder (ADHD), dyspraxia, or Emotional and Behavioural Difficulties (EBD). 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
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
||Students will submit a piece of writing half way through the course setting out their ideas for the assignment. The course tutor will comment on this within a week. The assignment will be submitted as a Powerpoint presentation by Turnitin to allow feedback using the common postgraduate marking criteria headings. The presentation will usually be presented to the class on the last session, in addition to the 10 contact hours.
|No Exam Information
On completion of this course, the student will be able to:
- Develop a critical understanding of the nature of ADHD, dyspraxia, and Emotional & Behavioural Difficulties from several perspectives.
- Analyse the roles of the curriculum and school organisation as possible barriers to learning for children with ADHD, dyspraxia and Emotional & Behavioural Difficulties
- Develop an understanding of the principles underpinning the process of assessment of other Additional Support Needs when they co-occur with ADHD, Dyspraxia and Emotional & Behavioural Difficulties
- Critically evaluate current approaches to the support of learners with one or more of these difficulties.
|Hughes, L. & Cooper, P. (2012) Understanding and Supporting Children with ADHD: Strategies for Teachers, Parents and other Professionals. Sage.|
Novak, C., Lingam, R., Coad, J. & Emond, A. (2011) ¿Providing more scaffolding¿: parenting a child with developmental co-ordination disorder, a hidden disability. Child. 38(6) 829-835.
O¿Regan, F.J. (2014) Successfully managing ADHD: a handbook for SENCOs and teachers. Routledge.
Poulou, M. (2015) Emotional and Behavioural Difficulties in Pre-school. Journl of Child and Family Studies. 24 (2) 225 ¿ 236.
Riglin, L., Petrides, K., Frederickson, N. & Rice, F. (2014) The relationship between emotional problems and subsequent school attainment: A meta-analysis. Journal of Adolescence, 37(4), pp.335-346.
Roy,D. & Dock, C. (2014) Dyspraxia, drama and masks: Applying the school curriculum as therapy. Journal of Applied Arts and Health. 5(3)369-375.
Visser, J., Daniels, H. & Cole, T. (2012) Transforming Troubled Lives. Bingley: Emerald Group Publishing.
Wheeler, R. (2010) The ADHD Toolkit. London: Sage.
|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||ADHD,dyspraxia,emotional and behavioural difficulties,inclusive education,developmental disorders
|Course organiser||Dr Martin Toye
Tel: (0131 6)51 6097
|Course secretary||Miss Miao Zhang
Tel: (0131 6)51 6265