Postgraduate Course: Autism Spectrum Disorder, Developmental Language Disorder and Dyslexia (EDUA11433)
|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 and wellbeing : Autism Spectrum Disorder, Developmental Language Disorder 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, Developmental Language Disorder, 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
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Course work - 100%«br /»
Formative - 300 word assignment outline«br /»
Summative - 2000 word written assignment.«br /»
||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
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
|Keywords||Autism Spectrum Disorder,Developmental language Disorder,Dyslexia,inclusion,assessment,ASN
|Course organiser||Dr Julie Ross
Tel: (0131 6)50 6828
|Course secretary||Ms Tara Kay