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MSc (T) Autism Spectrum Disorders

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

MSc (T) Autism Spectrum Disorders

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Master of Science

Programme Code

EDU-MSC-AS

UCAS Code

JACS Code

X360 (DESCR) 100

Criteria for Admissions

Candidates for admission to the MSc ASD programme should normally hold:
A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline.

Applicants with a 2.2 Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least two years of professional experience in an education, training or relevant context.

In line with University Regulations, there is a language requirement for applicants whose first language is not English (IELTS 6.5 or approved equivalent. For IELTs a minimum score of 5.5 is required in all four elements of the test.)

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Postgraduate

Length of Programme

1 Academic Year(s)

Total Credits for Programme

180

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Social Sciences, Education and Social Work

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

N/A

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Dr Jennifer Spratt

University of Aberdeen

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

The programme may either be completed over one academic year (full time) or students may build up the required number of modules over a period of three years from initial enrolment (part-time).

To complete the Masters degree, students must accumulate 180 CATS points (120 from taught modules plus 60 from completing the dissertation). Students must accumulate 60 CATS points from the ASD modules below and An Introduction to Research Methods: Children, Young People and Education module EDU7250/7. The final 40 CATS points may be taken from optional modules.

Successful completion of a module requires a minimum attendance of 70% at all planned teaching sessions.

Students should normally have obtained 120-CATS points in the taught modules before undertaking an individual research project and submitting a dissertation.

Candidates who pass all the taught modules but who fail to achieve a mark of at least 50% in the dissertation shall be eligible for the award of a Postgraduate Diploma. The School permits one attempt at dissertation resit for a maximum mark of 50% to be awarded the degree of MSc.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

On completion of the programme the student will be able to:

demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme;

analyse and apply critically examples of the research literature relating to the content of the programme;

show evidence of reflection on their professional practice;

demonstrate transferable skills such as writing and research skills;

demonstrate knowledge of a range of educational research methods;

choose fit-for-purpose methods for a research project within the context of their own professional role;

demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Students will develop skills of reasoning in educational, theory and practice contexts, based on challenging learning tasks, appropriate reading and personal research.

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and personal research.

Methods of Assessment

The methods of assessment are based on challenging learning tasks, appropriate reading, and personal research.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Many of the practical skills are transferable eg collaborative working, communication, general writing skills, library skills etc.

Teaching/Learning Methods and Strategies

ICT usage is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources, and offering additional support for students through email and Internet-based discussion forums.

Methods of Assessment

The methods of assessment include essays, multiple choice questions, discussion fora, and practical reports.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme;

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

analyse and apply critically examples of the research literature relating to the content of the programme;

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

show evidence of reflection on their professional practice;

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

demonstrate transferable skills such as writing and research skills;

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

demonstrate knowledge of a range of educational research methods;

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

choose fit-for-purpose methods for a research project within the context of their own professional role;

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pegagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Students will develop practical research skills. They may also elect to develop their skills in writing and Internet searching through workshops provided in support of the programme.

Teaching/Learning Methods and Strategies

Learning is, in general, independent and supervised by module tutors and has a practical as well as conceptual/theoretical orientation.

Methods of Assessment

Assignments and dissertations are required, as far as practical, to be situated in the student’s working context.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Special Needs Education and Issues of Equity

EDU7083

7

20

YES

12 weeks

N

YES

100%

0%

0%

Reflective Practice and Action Research

EDU7089

7

10

YES

2 weeks

N

YES

100%

0%

0%

Curriculum: Theory, Policy and Practice

EDU7103

7

20

YES

12 weeks

N

YES

100%

0%

0%

Leadership Theory and Practice: An Overview

EDU7185

7

20

YES

12 weeks

N

YES

100%

0%

0%

Leadership for Change

EDU7186

7

20

YES

12 weeks

N

YES

100%

0%

0%

Assessment Issues in Teaching and Learning in Classrooms

EDU7200

7

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation

EDU7999

7

60

24 weeks

N

YES

100%

0%

0%

School Effectiveness and School Improvement

EDU7209

7

20

YES

12 weeks

N

YES

100%

0%

0%

Concepts and principles of behaviour analysis

EDU7225

7

20

YES

12 weeks

N

YES

25%

0%

75%

Fundamental elements of behaviour change

EDU7226

7

20

YES

12 weeks

N

YES

40%

0%

60%

Behaviour Change and Education

EDU7228

7

20

YES

12 weeks

N

YES

75%

0%

25%

Understanding Children with ASD

EDU7240

7

20

YES

12 weeks

N

YES

100%

0%

0%

Understanding Adults with ASD

EDU7241

7

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Research Methods: Children, Young People and Education

EDU7250

7

20

12 weeks

N

YES

100%

0%

0%

Social Justice in Special Needs Education and Inclusion: A Capability Approach

EDU7254

7

20

YES

12 weeks

N

YES

100%

0%

0%

Deconstructing Special Needs Education and Inclusion

EDU7256

7

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Research Methods: Children, Young People and Education (online)

EDU7257

7

0

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Perspectives on Learning and Teaching

EDU7271

7

20

YES

12 weeks

N

YES

100%

0%

0%

Digital Literacy and Communication

EDU7273

7

20

YES

12 weeks

N

YES

100%

0%

0%

Notes