UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
See the Code of Practice for Quality Assurance for Taught Programmes: Annex B before completing this template - available on http://www.kent.ac.uk/uelt/quality/code2001/annexb.html - and the relevant Faculty notes of guidance.
To use this template, download the file and insert text in the sections provided.
You should consult your School Director of Learning and Teaching when preparing a proposal for a new module intended primarily to be used as part of an undergraduate programme, or your School Director of Graduate Studies when preparing a proposal for a new module intended primarily to be used as part of a postgraduate programme[1]. Directors of Learning and Teaching and Directors of Graduate Studies are required to sign off proposals as appropriate before submission to the Faculty Learning and Teaching Committee or Faculty Graduate Studies Committee.
Please delete all the sections in italics before submission to the Faculty Officer.
Instructions:
1. If the module is part of a programme of study in a University School, please complete sections 1 and 2.
2. If the module is part of a programme of study in an Associate College, please complete Sections 1 and 3.
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
TZ527 Work-Based Learning in Autism Studies
2. The School which will be responsible for management of the module
SSPSSR (Tizard Centre)
3. The Start Date of the Module
September 2011
4. The cohort of students (onwards) to which the module will be applicable
2010 Foundation degree and BSc intake onwards
5. The number of students expected to take the module
15
6. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the
withdrawal
None
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Intermediate
8. The number of credits which the module represents
30 credits
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn to Summer
10. Prerequisite and co-requisite modules
This module is completed as part of the second year of a Foundation Degree or a BSc in Autism Studies. As part of either the Foundation degree or the BSc, they will have completed TZ313 (introduction to the Autism Spectrum), TZ314 (introduction to supporting people on the Autism Spectrum), TZ 315 (Intervention part 1), TZ317 (case study intervention) and, SO328 (Academic development) and TZAUT7 (Case study assessment). Co-requisites will be TZAUT4 (Theoretical and Diagnostic Approaches to Autism), TZAUT5 (Intervention Part 2), TZAUT8 (Autism Extended Essay) and TZAUT9 (Case study assessment).
Students who do not gain enough credits for a Foundation degree but have enough credits for a certificate in autism studies will usually have completed TZ313, TZ314, TZ315, TZ317 and either SO328 or TZ316 (essay).
11. The programmes of study to which the module contributes
Foundation Degree in Autism Studies and BSc in Autism Studies.
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
Following the successful completion of this module, students will be able to:
12.1 Demonstrate, in their work with people with autism spectrum conditions, a critical understanding of autism – the characteristics, diagnosis causes and theories. (FD PLO A.1, A.2, A.8, A.9: BSc PLO A.1).
12.2 Demonstrate, in their work with people with autism spectrum conditions, the use of assessments relating to quality of life and autism friendly environments. (FD PLO: A5; A11, B2; BSc PLO A4; A7; B4).
12.3 Demonstrate, in their work with people with autism spectrum conditions, the use of interventions aimed at improving the quality of life of people with autism. (FD PLO A5, A11, B2, C1; BSc PLO A4, A5, B3, B4, C1).
12.4 Demonstrate, in their work with people with autism, their ability to effectively share information and knowledge about autism with other people and to take on the role of leading change in improving quality of life of people with autism (FD PLO C1, D1; BSc PLO C1, D1, D2).
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
Following the completion of this module students should:
13.1 Have prepared written work which shows their capacity to draw on both published work and their own experience (FD PLO: B1, D3; BSc PLO:B1, D2, D5)
13.2 Have demonstrated their ability to understand, and communicate both in written and spoken form, a range of different concepts (FD PLO: D1; BSc PLO:D1, D2)
13.3 Following reflection on their own practice, have identified a personal development plan and then have reflected on the achievement of objectives in their development plan, showing a capacity to improve and apply their own learning. (FD PLO: D2; BSc PLO:D3)
13.4 Following an assessment of a the situation around an individual or a group of individuals, prepare a plan for intervention, requiring them to work collaboratively with service users, family carers and other practitioners (FD PLO: B2, C1; BSc PLO:B2; C1)
13.5 Have shown they are able to combine the demands of work and study by successfully meeting deadlines for the completion of academic assignments (FD PLO: D2; BSc PLO:D3)
13.6 In the course of implementing their development plan, have identified and clarified problems and considered alternative strategies for overcoming them (FD PLO: B2, D2; BSc PLO: B2, B4, D3, D4)
13.7 Have used information technology (word processing, email, internet use) in support of their development plan. (FD PLO: D3; BSc PLO:D5)
13.8 Have developed their numeracy skills through the use of quantitative measures of change in their personal and service practice. (FD PLO: D4; BSc PLO:D6)
Foundation Degree in Autism Studies Programme Learning OutcomesA1 Definition and epidemiology of autism
A2 Causes of autism
A5 Approaches and interventions in ASD
A8 Theoretical approaches to understanding autism
A9 Diagnostic approaches
A11 Applied behaviour analysis and autism
B1The ability to cross reference information from various sources to draw conclusions on how best to support individuals with ASD.
B2The ability to interpret available data and make arguments recognising alternative interpretations and limitations in the data or its method of collection.
C1 Development and application of an intervention to provide an autism friendly environment and to promote quality of life of people with autism.
Transferable skills:
D1Communication: Communicate ideas and arguments to others, mainly in written form; Prepare written assignments and reference the materials referred to in accordance with accepted conventions.
D2 Improving own learning: Be reflective, adaptive and independent in their learning; Explore personal strengths and weaknesses; time management; Develop skills in time management by delivering academic work to the required standard.
D3 Information Technology: Produce written documents; Undertake online research; Study and learn independently using library and internet sources.
D4 Numeracy: use basic methods of presenting and interpreting data and information from different sources
BSc in Autism Studies Programme Learning Outcomes
A1 Causes, characteristics and epidemiology of autism spectrum conditions
A4Approaches to creating autism-friendly services
A5Intervention in autism
A7 Applied Behaviour Analysis as a way of intervening and supporting children and adults with autism and other developmental disabilities.
B1The ability to review and critically comment upon literature that is at the forefront of the discipline.
B2The ability to cross reference information from various sources to draw conclusions on how best to support individuals with ASD.
B3The ability to interpret available data and make arguments recognising alternative interpretations and limitations in the data or its method of collection
B4 The ability to use assessment information to develop strategies for problem solving and improving people’s quality of life.
C1 Development and application of an intervention to provide an autism friendly environment and to promote quality of life of people with autism
Transferable skills:
D1 Communication: Communicate ideas and arguments to others, both in
written and spoken form; Make short presentations to fellow students and staff; Prepare written assignments and reference the materials referred to in accordance with accepted conventions.
D2 Working with others: Develop interpersonal and team work skills to enable them to work collaboratively, negotiate, listen and deliver results.
D3 Improving own learning: Be reflective, adaptive and collaborative in their
learning; Explore personal strengths and weaknesses; time management; Review working environment; Develop skills in time management by delivering academic work on time and to the required standard.
D4 Problem solving: Identify and define problems; Explore alternative solutions
and discriminate between them.
D5 Information Technology: Produce written documents; Undertake online research; Study and learn independently using library and internet sources
D6 Numeracy: use descriptive statistics in the analysis of quantitative data; represent data visually
14. A synopsis of the curriculum
There is no set curriculum for this module. This module is a Stage 2 module that is part of a distance learning Foundation Degree. It is an assessment module and will be available to students throughout Stage 2. Students will work on the module throughout all three terms and will submit the portfolio for final assessment at the end of June each year.
Learning and teaching will focus on consolidating the knowledge and skills developed through Level C and other Level I modules, and applying their learning to their workplace or comparable environment and reflecting on this.
The aim of the module is to allow students to both use their work experience to contribute to their learning experience but also to help them to apply their learning from the course in a work-based setting.
In terms of the work that students will undertake, all students will receive some teaching on observational and other assessment methods as part of the preparation for their work on this module. They will develop a plan for assessing the quality of life of one individual with autism (or a very small group of individuals) as well as a plan for their own personal development over the course of the year. Following feedback from their tutor, they will conduct their assessment and then develop a plan for an intervention to improve some aspects of the individual’s quality of life. Part of this intervention will be to develop and deliver training to the team who works with the individual. This training will be videoed and assessed as part of the portfolio.
15. Indicative Reading List
There is no specific reading lists for this module. Students will draw on reading carried out for other Year 1 (level C) and Year 2 (Level I) modules.
These will include the following:
· Beadle-Brown, J., Hutchison, A and Whelton, B.(2008) A better life: The implementation and effect of person-centred active support in the Avenues Trust Tizard Learning Disability Review, 13 (4), 15-24.
· Beadle-Brown, J., Roberts, R and Mills, R (2009) Person-centred approaches to supporting children and adults with autism spectrum disorders Tizard Learning Disability Review, 14 (3), 18-26.
· Mesibov, G.B., Shea,V., and Schopler,E (2004) The TEACCH approach to autism spectrum disorders Springer Science and Business Inc. New York
· Clements, J. (2005) People with Autism Behaving Badly: Helping People with ASD Move on from Behavioral and Emotional Challenges Jessica Kingsley Publishers
· Sailor, W.; Dunlap, G.; Sugai, G.; Horner, R. (Eds.) (2009) Handbook of Positive Behavior Support Series: Issues in Clinical Child Psychology
· Attwood, T. (2007) The complete guide to Asperger’s syndrome Jessica Kingsley publishers
· Frith, U. (2003) Autism: Explaining the Enigma (second edition) Basil Blackwell.
· Grandin, T (2006) Thinking in pictures: My life with autism (second edition) Vintage Books
· Kutscher, M.L. (2005) Kids in the Syndrome Mix of ADHD, LD, Asperger's, Tourette's, Bipolar, and More! : The one stop guide for parents, teachers, and other professionals. Jessica Kingsley Publishers.
· National Autistic Society (2007) Approaches to autism
· Howlin, P (1997) Interventions for people with autism: recent advances Advances in Psychiatric Treatment (1997), vol. 3, pp. 94-102
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Students are expected to spend 300 hours on this module. Approximately 10 hours will be spent in face to face teaching looking at methods of collecting data and a further 5 hours in group supervision sessions plus up to approximately 10 hours in one-to-one supervision sessions with their tutors (either face-to-face or using Skype or phone conferencing). Approximately 200 hours will be spent working with people with autism either in their normal place of work or on a placement arranged for the purpose of this module and the remaining 75 hours will be spent completing assignments for their portfolio.
This module’s objectives are primarily about the implementation and demonstration of professionally relevant knowledge. Accordingly, learning and teaching will focus mainly on the provision of supervision/mentoring. All students will have both a university tutor and a local supervisor. Together they will map out the work-based learning module at the beginning of the Stage. They will be in regular contact throughout the year to review progress. In the second half of the Stage, students will spend 1.5 days in small groups which will allow students to obtain and provide peer supervision as well as ongoing mentoring from their tutor. Students will also have a local supervisor in their place of work who will provide day to day support for students.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
All learning outcomes for this module will be tested through a portfolio (worth 100% of the module mark). Elements of the portfolio will be submitted to the university tutor at intervals throughout the year and formative feedback provided to help students shape later elements of the portfolio. Specifically, the plan for assessment and the personal development plan will be submitted first and these checked and feedback given to ensure that the assessment is appropriate and well designed. Secondly the report from the assessment and the plan for the intervention will be submitted for feedback to ensure the intervention is feasible and appropriate for the situation described. Students will not be allowed to carry out the intervention until the plan is judged appropriate by the student’s tutor, in conjunction with the local supervisor. The complete portfolio will be formally graded at the end of the year.