EUQ652 Features of the Autism Spectrum
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUQ652 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $1,296 |
| International unit fee | $1,296 |
Unit Outline: Session 1 2020, QUT Online, Online
| Unit code: | EUQ652 |
|---|---|
| Credit points: | 6 |
Overview
This foundational unit discusses core features of an autism spectrum. You will examine fundamental diagnostic features of an autism spectrum including characteristics related to social understanding, interactions and social communication, language features and flexible thinking. You will also explore restricted repetitive behaviours, interests and activities, cognitive processing, sensory processing and other learning characteristics. The unit responds to concerns about understanding learners on the autism spectrum, how they learn and how to support their full participation in learning and diverse learning contexts. You will focus on developing knowledge of core features of autism to enable you to effectively understand the learning profiles, strengths and needs of students on the autism spectrum in inclusive environments and to develop a deeper understanding of adjustments. This unit is suitable for educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the core diagnostic features of the autism spectrum (CLO1.1).
- Apply knowledge of the core features of the autism spectrum to identify the possible impact on learning within inclusive learning environments (CLO2.1).
- Based on knowledge of core features, critically analyse and reflect on professional practices that may support suitable adjustments for learners on the autism spectrum in inclusive learning environments (CLO2.2, CLO2.4, CLO3.1).
Content
This unit will cover the following topics:
1. An examination of current literature on core diagnostic features of an autism spectrum including:
- social understanding and interactions;
- social communication and language features;
- flexible thinking, restricted;
- repetitive behaviours, interests and activities;
- cognitive processing;
- sensory processing; and
- other learning characteristics.
2. An examination of how these features may influence the implementation of suitable adjustments for learners on the autism spectrum in inclusive learning environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities and resources;
- Individual activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your facilitator in online activities
- Formative feedback from quizzes and online activities
- Written, timely and constructive summative and formative feedback on your assessment items.
Formative feedback in this unit will include feedback on your analysis of journal articles and readings designed to support your learning and to provide a foundation for both assessment tasks.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and understanding of the core features of an autism spectrum. There is one assessment task in this unit.
Assignment 1 requires you to apply your knowledge and understanding of the core features of an autism spectrum to identify elements of the environment that may need context wide and more targeted adjustments to support learners on the autism spectrum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Journal
Through the use of a reflective journal and your knowledge of the diagnostic features of the autism spectrum consider how features of the learning environment may impact on the learner on the autism spectrum and reflect on adjustments that could be implemented to further support the learners' needs.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of online recommended readings, resources and activities will be provided to support weekly learning.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.
Unit Outline: Session-3A 2020, QUT Online, Online
| Unit code: | EUQ652 |
|---|---|
| Credit points: | 6 |
| Coordinator: | Elizabeth Saggers | b.saggers@qut.edu.au |
Overview
This foundational unit discusses core features of an autism spectrum. You will examine fundamental diagnostic features of an autism spectrum including characteristics related to social understanding, interactions and social communication, language features and flexible thinking. You will also explore restricted repetitive behaviours, interests and activities, cognitive processing, sensory processing and other learning characteristics. The unit responds to concerns about understanding learners on the autism spectrum, how they learn and how to support their full participation in learning and diverse learning contexts. You will focus on developing knowledge of core features of autism to enable you to effectively understand the learning profiles, strengths and needs of students on the autism spectrum in inclusive environments and to develop a deeper understanding of adjustments. This unit is suitable for educators, health, allied health and disability professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the core diagnostic features of the autism spectrum (CLO1.1).
- Apply knowledge of the core features of the autism spectrum to identify the possible impact on learning within inclusive learning environments (CLO2.1).
- Based on knowledge of core features, critically analyse and reflect on professional practices that may support suitable adjustments for learners on the autism spectrum in inclusive learning environments (CLO2.2, CLO2.4, CLO3.1).
Content
This unit will cover the following topics:
1. An examination of current literature on core diagnostic features of an autism spectrum including:
- social understanding and interactions;
- social communication and language features;
- flexible thinking, restricted;
- repetitive behaviours, interests and activities;
- cognitive processing;
- sensory processing; and
- other learning characteristics.
2. An examination of how these features may influence the implementation of suitable adjustments for learners on the autism spectrum in inclusive learning environments.
Learning Approaches
In this unit you will learn through engaging in the following:
- Recorded lectures;
- Weekly readings;
- Online activities and resources;
- Individual activities related to the application of unit content and preparation for assessment items; and
- Authentic assessment tasks for applying your scholarly knowledge of the unit content in real-world scenarios.
Feedback on Learning and Assessment
In this unit, formative and summative feedback will be provided as follows:
- Feedback from your peers and your facilitator in online activities
- Formative feedback from quizzes and online activities
- Written, timely and constructive summative and formative feedback on your assessment items.
Formative feedback in this unit will include feedback on your analysis of journal articles and readings designed to support your learning and to provide a foundation for both assessment tasks.
Assessment
Overview
The assessment in this unit enables you to demonstrate your knowledge and understanding of the core features of an autism spectrum. There is one assessment task in this unit.
Assignment 1 requires you to apply your knowledge and understanding of the core features of an autism spectrum to identify elements of the environment that may need context wide and more targeted adjustments to support learners on the autism spectrum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Journal
Through the use of a reflective journal and your knowledge of the diagnostic features of the autism spectrum consider how features of the learning environment may impact on the learner on the autism spectrum and reflect on adjustments that could be implemented to further support the learners' needs.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of online recommended readings, resources and activities will be provided to support weekly learning.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional throughout and respect others in all interactions. Please refer to QUT guidelines on communication.