Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In accordance with 2005 DEST requirements, teachers must acquire the knowledge and skills to support all learners in inclusive classrooms. Students with an Autistic Spectrum Disorder make up a significant proportion of the total student body requiring special attention in schools. In Education Queensland schools alone, there are over 4,000 students (or 0.9% of the total student population) identified with one of the autism spectrum disorders. Most of these students are enrolled in regular schools in inclusive classrooms (Education Queensland, 2003).

Aims

The aims of this unit are to assist you as educators to deepen your knowledge in the area of Autistic Spectrum Disorders and to develop your skills in understanding and supporting this group of students in an inclusive educational setting.

Objectives

On completion of this unit you should be able to:

1. Identify the key characteristics of ASD, and undersand the impact on learning within the classroom context. GC: A,B,C,F.

2. Use recent research in the area of ASD to identify support needs within the classroom context; GC: A,B,C,D,E

3. Articulate the role of research in informing the work of teachers and other professionals who work with children with ASD. GC: A,B,D,E,F

4. Analyse aspects of teaching and learning in light of the knowledge and understandings of the characteristics of children with ASD and of recent relevant research. GC: A,B,C,D,E,F,G

Content

This unit will cover the following topics:

1. Historical view of ASD: The aim of this section is to assist you to acquire an increased awareness of the historical background of ASD and to develop an understanding of how the term ASD has evolved over the years. You will explore the work of Kanner and Asperger, and examine the relationship between Asperger's syndrome and Kanner's autism. The development of diagnostic criteria will be examined.

2. Major characteristics of ASD: You will explore the defining characteristics of ASD. The focus will be on the major areas of impairment including social impairments, "theory of mind" and "mind-blindness." Students will also review information on communication and behavioural impairments.

3. Associated features of ASD: You will review associated features of ASD (e.g., sensory difficulties and attentional problems) as well as how these features can have a negative impact on children's ability to learn and to socialise.

4, Related developmental disorders: In addition to ASD, there are other developmental disorders that fall under the same diagnostic umbrella of Pervasive Developmental Disorders (PDD). Those examined in this section include Rett's disorder; childhood disintegrative disorder; Asperger's disorder; intellectual impairment, learning disability, attention deficit disorder, obsessive compulsive disorder, developmental language disorders, and schizophrenia.

5, Creating contexts for instruction: This section includes adaptations to the physical environment, providing systematic instruction and promoting engagement; key instructional components for students with ASD.

6, Contemporary approaches to supporting children with ASD: In this section, you will examine a variety of approaches that have been developed to enhance optimal development and assist in effectively supporting children with ASD.

7. A different perspective: In the final section, you will examine alternative research and perspectives on ASD, themes including: Student voice; the social construction of Asperger syndrome; personal accounts; and life stories.

Approaches to Teaching and Learning

A range of approaches to teaching and learning will be utilised including on-line group discussions, responses to readings, analysis of information, case studies and videos and electronic communications.

Assessment

Assessment in this unit consists of two items, which address the theoretical and applied components of the intended learning outcomes.Formative and summative feedback to students will be provided on Blackboard by means of written comments on contributions to discussions. Formative feedback will also be provided on initial assignment work. Summative feedback will be provided by means of written comments on the summative assessment items.

Assessment name: Essay
Description: Discuss the characteristics of ASD that you believe impact on young people's participation in school. Critically evaluate the theoretical and research literature in this area.
Length: 2000 words
Relates to objectives: 1, 2, 3, & 4
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Essay
Description: Discuss how teachers, parents, and other professionals can collaborate in supporting young people who have a diagnosis of ASD. Consider inclusive approaches to valuing difference. Consider how school programs can be more flexible to enable a supportive learning and social environment that recognises the needs and abilities of these young people.
Length: 3000 words
Relates to objectives: 1, 2, 3, & 4
Weight: 60%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Resource materials for this unit include two required texts and two recommended texts. In addition, a Unit Information document, a Study Guide, and a set of Readings will be made available on the unit's Blackboard site.

Required Texts

Heflin, L.J., & Alaimo, D.F. (2007). Students with Autism Spectrum Disorders: Effective instructional practices. Upper Saddle River, NJ: Pearson Education.

Kluth, P. (2010). You're going to love this kid!Teaching students with autism in the inclusive classroom. 2^nd edition, Baltimore, MD: Paul Brookes.

Recommended Texts

(Multiple copies available in the QUT Library)

Frith, U. (1991). Autism and Asperger syndrome. Cambridge: Cambridge University Press.

Fullerton, A., Stratton, J., Coyne, P., & Gray, C. (1996). Higher functioning adolescents and young adults with autism: A teacher's guide. Austin, TX: Pro-Ed.

Risk assessment statement

There are no out of the ordinary risks attached to this unit. Workplace health and safety protocols in the use of computers will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Aug-2012