EUQ652 Attributes of Autism: Historical Perspectives
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 |
|
| CSP student contribution | $277 |
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,010 |
Unit Outline: Session-1A 2024, 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.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO3 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3
Unit Outline: Session-3A 2024, QUT Online, Online
| Unit code: | EUQ652 |
|---|---|
| Credit points: | 6 |
Overview
The aim of this foundational unit is to develop your knowledge and understanding of the attributes of autism and how views of autism have changed over time. To do this, the unit employs a historical and evolutionary lens to discuss some key influences on autism that have occurred over the last 100 years and highlights significant shifts in thinking that have occurred over the last 40 years.
In taking you on this historical and evolutionary journey it is hoped you will:
- Develop a better understanding of how our perspectives of autism and the attributes of autism have been conceptualised over time and how these have evolved and shifted.
- By tracking these changes in our understanding of autism we can also see how these shifts have influenced changes in diagnostic tools/criteria and changes in prevalence rates.
- The adoption of this evolutionary lens also encourages us to think about future understandings and directions in autism.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of the core diagnostic features of autism (CLO1.1).
- Apply knowledge of attributes of autism to identify environmental barriers within inclusive learning environments (CLO2.1).
- Based on knowledge of attributes of Autism critically analyse and reflect on professional practices that may support suitable adjustments for autistic learners in inclusive learning environments (CLO2.2, CLO2.4, CLO3.1).
Content
This unit will cover topics that:
- Outline shifts in thinking that have influenced how autism has been conceptualised from a historical, medical, and neurodiverse perspective.
- Discuss how these shifts in thinking relate to inclusive ideals and medical and social models of disability.
- Highlight key attributes of autism that relate to:
- a) emotions, relationships, and the social relational world,
- b) differences in processing information related to cognition, language, and sensory information and
- c) celebrating strengths, interests, aspirations, and support needs.
- Discusses how the environment plays an important role and can be an enabler or barrier to autistic learner success.
- Highlights how the environment needs to support and promote the attributes of the autistic learner and acknowledge, understand, and support autistic strengths and needs.
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: Reflection
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.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ60 Graduate Certificate in Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO 1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO3 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO3