This class will introduce key conceptual frameworks in relation to understanding the impact of the spectrum of autism. Focus will be given to the uniquely differing social, emotional, sensory and cognitive profiles for autistic people. Understanding these conceptual frameworks will enable participants to reflect on how and why these influence and inform practice.

You'll consider the issues that impact on practice when supporting autistic individuals with and without an additional intellectual or learning disability.  

This class provides support in developing a critical and informed understanding of research methods in relation to your own planned dissertation project. It also provides support in understanding research ethics and how they relate to your own research. It provides support in meeting the requirements of the ethical approval process.

This class represents the application of the skills and knowledge you've gained throughout your study. You'll carry out and report on a research project in an area relevant to your MEd study up to this point. This class will provide support for the planning, implementation and writing up of a research project in a professionally and academically relevant area.

The aim of this module is to consider the implications of co-occurring conditions and how this can impact practice when supporting autistic individuals with related conditions (co-occurring/comorbid conditions), and the impact this has on their own practice/experiential context. The module will explore such terms as ‘learning difficulty’, ‘social disability’, “co-occurring conditions” and ‘co-morbidity’ and the impact this has for the individual, their carers and practitioners. The prevalence rates of the differing subgroups and how this presents for the individual will be explored. The need for a multi-professional team to provide the necessary support will be considered and how service provision responds to meet the diverse needs across the spectrum will be explored. The theoretical and practical issues associated with working with people within these differing subgroups will be considered, as will the legislative context.

This module is concerned with both theoretical and practical issues of understanding and responding to the educational and social needs of autistic pupils of all ages. This module will draw on the Autism Toolbox as a resource throughout and issues will be discussed against the legislative backdrop of the presumption of mainstreaming and the broader issue of social inclusion.

This module will examine both theoretical and practical issues associated with multi professional and inter-disciplinary groups of personnel, multidisciplinary approaches to autism and to family support, and the place of the family with autistic family member(s) in a multi-disciplinary approach. In order to work effectively with autistic people, professionals, parents and carers have to be able to understand each other’s point of view of people, including the point of view of the autistic person. It is important for these groups to recognise both their unique nature and unique contribution to the support, education, health and care needs of an autistic person, as well as to recognise common ground and the need for consistency and cooperation across services. Since considerable progress can be made with appropriate education, care, and support through widening the multi professional view and understanding of the importance of collaborative practice and legislative requirements in this regard, this option module has a central place for participating professionals. Particular focus will be given to the complex issues that arise from the developmental impact on personal transitions for autistic people. Multi-disciplinary planning around transitional work will be considered to ensure that planning meets current policy and legislation.