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Understanding & Supporting People with Autistic Spectrum Disorders - HEA00027H

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  • Department: Health Sciences
  • Module co-ordinator: Mr. Paul Evans
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2019-20
    • See module specification for other years: 2018-19

Module will run

Occurrence Teaching cycle
C Summer Term 2019-20

Module aims

The aim of the module is to introduce practitioners in the field of health and social care to the issues affecting people with an autistic spectrum disorder. The module will cover the age continuum from childhood to adult and will focus not only on people with autism and learning disability but those solely with autism. It aims to develop knowledge, critical understanding and skills in practitioners that will assist in developing interventions when working directly with people within the autistic spectrum and analysing their effectiveness.

Module learning outcomes

By the end of the module, students will be able to:

  1. Demonstrate a critical awareness of the triad of impairments and the possible effects on people with an autistic spectrum disorder.
  2. Demonstrate a critical awareness of the sensory and communication needs of a person with an autistic spectrum disorder.
  3. Demonstrate a critical awareness of the role of multi-agency assessment used with people within the autistic spectrum.
  4. Critically analyse the impact of the assessments process used with people with an autistic spectrum disorder and their families.
  5. Critically analyse specific interventions that can be used with children or adults with an autistic spectrum disorder.
  6. Critically evaluate the impact on families and carers in supporting a person with an autistic spectrum disorder.
  7. Critically evaluate a specific intervention that may be adopted for a person within the autistic spectrum and identify areas for improvement.

Assessment

Task Length % of module mark
Essay/coursework
Essay - 3000 words
N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Essay/coursework
Essay - 3000 words
N/A 100

Module feedback

Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Baron-Cohen, S. (2003). The essential difference. London: Penguin.
  • Bogdashina, O. (2003). Sensory perceptual issues in autism and Asperger syndrome. London: Jessica Kingsley.
  • Bogdashina, O. (2006). Theory of mind and the triad of perspectives on autism and Asperger syndrome. London: Jessica Kingsley.
  • Firth, U. (2008). Autism: a very short introduction. Oxford: Oxford University Press.
  • Hagland, C. (2010). Getting to grips with Asperger syndrome. London: Jessica Kingsley.
  • Wright, B. (2007). Intervention and support for parents and carers of children and young people on the autistic spectrum. London: Jessica Kingsley.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students