Aims of the Module are: To enable participants to acquire a thorough professional knowledge and understanding of the theoretical and conceptual dimensions of autism;

To critically examine theories of learning and pedagogy in relation to autism;

To appreciate the parents' and carers' perspective and understand the importance of students' voice in planning and work.

1. Critically evaluate their knowledge of autism in the context of their professional practice;

2. Understand current theory and practice through consideration of the historical context of autism;

3. Articulate an understanding of autism and the range of individual differences across the spectrum;

4. Appreciate and critique influences upon educational policy development in relation to students with autism,

5. Recognise the challenges which students face and the relationship between typical child development and the experiences of this population.

The aim of this module is to acquaint participants with a knowledge and understanding of current theory and practices relating to assessment and teaching for effective learning by and inclusion of students with autism.

1. Assess individual learning strengths and differences using both standardised and non-standardised methods and interpret the assessments of other professionals;

2. Plan, set specific, time-related targets and implement effective teaching strategies and Individual Education Plans (IEPs) or Student Support Plans (SSPs)to meet students’ differenceswithin the context of a whole-school/team approach;

3. Demonstrate the skills, understanding and attitudes of the ‘reflective and reflexive practitioner’ and develop a critical approach to their own practice, based on knowledge of relevant theory and research;

4. Critically evaluate the effectiveness of support strategies, monitor and review students’ progress and amend as necessary the students’ programmes in consultation with relevant others;

5. Ensure a holistic and systemic approach towards the education of students with autism and facilitate maximum inclusion and access to learning and curriculum.

This module will equip teachers with the necessary knowledge, skills and competencies to support the holistic education and inclusion of autistic students.
Teachers will also have an opportunity to critically review the range of educational and support provisions available for students with autism.

1. Demonstrate an understanding of the components of the curriculum and the role of the teacher in the planning, delivery and evaluation of appropriate curricula for the range and diversity of students with autism in their caseload and in the school/institution;

2. Collaborate closely and effectively with related and relevant disciplines/professions and parents to promote the best interests of students with autism;

3. Effectively understand and support the social, emotional and psychological needs of students with autism and encourage their emotional growth and develop their capacity for learning;

4. Choose interventions and adapt teaching approaches, strategies and methods based on the assessed learning differences of the student with autism or a family taking account of the research evidence base

5. Monitor, evaluate and review the effectiveness of intervention strategies, differentiated approaches and IEPs/SSPsfor students with autism;

6. Demonstrate knowledge, skills and competence in the use of a range of resources and materials for supporting the education of students with autism.

The purpose of this module is to engage with literature which will support teachers with understanding behaviour. Teachers will be supported to develop knowledge, skills and understanding in promoting social and emotional development, understanding behaviour and preparation for adulthood for autistic students.

1. Recognise the challenges which students with autism face in relation to developing self-management skills and the implications for promoting such skills;

2. Recognise and identify aspects of teaching methodologies, styles and environment that are challenging for students with autismand make suitable adaptations

3. Develop skills in respect of the critical analysis of recent research data related to autism with particular reference to self- management and promoting positive behaviour to justify, interpret, understand and implement strategies to meet the learning differences of students’ with autismin their caseload;

4. Adapt teaching approaches, strategies and methods taking into account the individual differences of studentswith autism at different levels in their ability to self-manage and control behaviour;

5. Use professional judgement to fulfil the role of advisor and consultant to students with autism with a view to achieving inclusion, continuity and progression within the school/institution environment and beyond.