This module will delve into the historical context of autism. Students will be able to identify the characteristics of autism in childhood. The influence of mass media on social consciousness regarding autism is explored. National policy and legislation regarding access and full participation will be identified and the impact of these on service provision in Ireland will be analysed.

1. Describe the characteristics of autism while attaining knowledge and understanding.
2. Identify the origins, strength and difficulties experienced by people on the autism spectrum during childhood
3. Explore the influence of mass media on societal awareness and understanding of autism.
4. Recognise the development of legislation and the impact on a child with autism.
5. Reflect on their own developed knowledge and understanding of autism.

This module introduces the student to the developments in diagnostic tools and assessment procedures in Ireland. Early intervention therapies are considered along with the role of multidisciplinary work in supporting the child and family. Influences on provision of person-centred services will be analysed. Students will also explore the lived experiences of individuals on the autism spectrum.

1. Explain the development of assessment tools and criteria in Ireland.
2. Evaluate the impact of early intervention and therapy programmes.
3. Appraise a range of evidence-based interventions
4. Analyse effectiveness of multidisciplinary approaches.
5. Explore and discuss lived experiences of people on the autism spectrum.

This module will enable the student to understand, foster and promote Language and Social Communication in children with a diagnosis of Autism Spectrum Disorder.

1. Appraise the methodologies used to support language development in children with autism.
2. Link Autism Spectrum Disorders and the challenge of teaching social communication.
3. Explore the importance of the Social Skills Menu within the context of language and communication.
4. Discuss the concept and the importance of visual timetables in an autism classroom.
5. Explore how to design and construct a visual schedule for a child with autism.
6. Design and set up an autism appropriate space e.g., home setting, classroom, showing an understanding of the use of visuals to communicate the purpose of a space and a task.

This module will enable the student to develop an understanding of human behaviour and why all behaviour is functional for a child on the autism spectrum. The possible causes of behaviour will be examined, considering the possible contributing factor of adverse Childhood Experiences (ACEs). Students will gain an insight into the various proactive strategies and evidence -based interventions that can be used to lessen the impact of learned and reinforced behaviours. The student will explore ways of collecting data to help inform their choice of intervention, while debating the legal and ethical considerations around managing and or changing functional behaviour.

1. Appraise the behavioural theories which underpin human behaviour
2. Identify and discuss functional behaviour and possible causes
3. Recognise the impact of Adverse Childhood Experiences (ACEs) can have on behaviour
4. Examine various methods of collecting and analysing data
5. Explore evidence-based strategies that can support the child, parent, and others
6. Debate the legal and ethical considerations regarding managing/changing functional behaviour.

This module will enable the student to gain insight into how technology can be used to support and engage students with a diagnosis of Autism Spectrum Disorder.

1. Analyse how technology can best support children on the autism spectrum in terms of communication, social skills development, peer relationships and confidence.
2. Explore how technology can be used to support communication skills
3. Develop an awareness of how technology can be used to support the development of social skills through the use of peer learning approaches.
4. Identify how technology can be used to promote confidence at both a curricular and social level
5. Choose the most appropriate technology to support children with autism.
6. Appraise available technologies and match technologies to the needs of particular children.
7. Explore how LEGO can be used to promote collaboration and social skills

This module will develop student's knowledge and understanding of sensory processing and the regulating function of the nervous system. Students will be able to define and understand the value of a sensory diet for hypo / hyper sensory seeking in children with autism. Students will be able to appraise the sensory needs of the child, consider the factors that can affect/enhance relationships/learning. They will be able to design and implement activities and strategies to support the specific sensory needs of the child. Students will gain a clear understanding of collaborative support.

1. Identify and appraise sensory processing differences and the function of the nervous system
2. Distinguish between hypo / hyper responsiveness and sensory seeking / avoiding
3. Evaluate the environmental factors/stimuli that can evoke a sensory reaction
4. Examine a range of evidence based sensory interventions
5. Design and Implement an activity to support sensory processing across a variety of settings
6. Recognise the role of a multidisciplinary/collaborative approach to implementing sensory diets

This module identifies the role of the adult in supporting independence and life skills for children with autism. Strategies will be explored to assist the student in developing techniques to help master skills that can foster independence. An audit of methods employed in current practice will assist the student to critique the outcomes for the child and potential towards their future life independence and satisfaction.

1. Explore the challenges in daily living skills within a range of different environments.
2. Analyse the impact of the developmental domains on learning and developing independence in everyday living skills
3. Examine the impact of successful life skills mastery for the child and family.
4. Plan, design and evaluate appropriate assessment tools to identify the individual needs of the child.
5. Apply intervention strategies and teaching methodologies for supporting independence and life skills.
6. Critically analyse the effective techniques that are relevant to the individual needs of a child.
7. Reflect on the changing nature of the adults role in supporting a child to achieve independence and life skills.