Postgraduate Programme Specification
PgDip Autism Spectrum Disorders
Academic Year 2022/23
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 processes. All degrees are awarded by Queen's University Belfast.
| Programme Title | PgDip Autism Spectrum Disorders | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Postgraduate Diploma | |||||||||||
| Programme Code | EDU-PD-AD | UCAS Code | HECoS Code |
100459 - Education studies - 100 |
||||||||||
ATAS Clearance Required |
No |
Health Check Required |
No |
|||||||||||
Portfolio Required |
-- |
Interview Required |
-- |
|||||||||||
| Mode of Study | Full Time or Part Time | |||||||||||||
| Type of Programme | Postgraduate | Length of Programme |
Full Time - 1 Academic Year Part Time - 2 Academic Years |
Total Credits for Programme | 120 | |||||||||
| Exit Awards available | No | |||||||||||||
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
Social Sciences, Education and Social Work |
|
Quality Code Higher Education Credit Framework for England |
Level 7 |
|
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
N/A |
Accreditations (PSRB) |
|
No accreditations (PSRB) found. | |
Regulation Information
|
Does the Programme have any approved exemptions from the University General Regulations Recognition of Prior Learning. Students may be awarded credit of up to 30 M points for completed awards, such as the PGCE, and therefore gain exemption from optional taught modules of the programme. |
|
Programme Specific Regulations Students must complete 120 CATS points from taught modules. Students must accumulate 60 CATS points of modules from the ASD core modules. Students should also strongly consider completing or auditing An Introduction to Research Methods: Children, Young People and Education module as this will allow them to most easily go on to the Master’s degree, if they are interested. |
|
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 SkillsOn 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 SkillsOn 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 & UnderstandingOn 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 SpecificOn 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
Stages and Modules
| Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
|||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
| Deconstructing Special Needs Education and Inclusion | EDU7256 | 7 | 20 | YES | -- | 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% |
| An Introduction to Research Methods: Children, Young People and Education | EDU7250 | 7 | 20 | YES | 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% |
| Digital Literacy and Communication | EDU7273 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Bilingualism, Literacy and Disciplinary Literacy Development | EDU7277 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| E-learning: Concepts and Pract | EDU7275 | 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% |
| Understanding Children with ASD | EDU7240 | 7 | 20 | YES | -- | 12 weeks | N | YES | -- | 100% | 0% | 0% |
| Leadership for Change | EDU7186 | 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% |
| Curriculum: Theory, Policy and Practice | EDU7103 | 7 | 20 | -- | YES | 12 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% |
| Behaviour Change in Education and Supervising Others | EDU7228 | 7 | 20 | YES | -- | 12 weeks | N | -- | YES | 75% | 0% | 25% |
| Fundamental elements of behaviour change | EDU7226 | 7 | 20 | YES | -- | 12 weeks | N | YES | -- | 40% | 0% | 60% |
| Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion | EDU7083 | 7 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
Notes
No notes found.