EUQ653 Autism: Cognitive theories and co-existing conditions
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: | EUQ653 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $289 |
| Domestic tuition unit fee | $1,608 |
| International unit fee | $2,172 |
Unit Outline: Session-1B 2025, QUT Online, Online
| Unit code: | EUQ653 |
|---|---|
| Credit points: | 6 |
Overview
This foundational unit discusses different cognitive theories that have been linked to autism. It also considers co-existing conditions autistic learners may experience. This knowledge may help us understand how an autistic learner might experience the world around them. This unit responds to developing a better understanding of autistic learners and how they learn to ensure their success. You will develop knowledge of and critically analyse different cognitive theories that have been linked to Autism over time and develop your knowledge of co-existing conditions autistic learners may experience. This unit builds on content from EUQ652 and is suitable for educators, health, allied health, parents and disability professionals and will help to identify what environmental adjustments can be put in place to support autistic learners' success.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of cognitive theories that have been used to inform our understanding of autism (CLO1.1)
- Apply theoretical knowledge of cognitive theories to understand autistic learner experiences and the possible impact on learning within inclusive learning environments (CLO2.1).
- Demonstrate understanding and knowledge of co-existing conditions autistic learners may experience. (CLO1.1)
- Based on knowledge of cognitive theories and co-existing conditions, critically analyse and reflect on professional practices that support suitable adjustments for autistic learners in inclusive learning environments. (CLO2.2, CLO2.4, CLO3.1)
Content
This unit will cover the following topics:
1. An examination of historical and current literature on cognitive theories that have been used to inform our understanding of how an autistic learner may experience their environment.
2. An examination of co-existing conditions autistic learners may experience that may influence environmental adjustments that are required.
3. An examination of how these theories and co-existing conditions may influence the implementation of suitable adjustments for autistic learners 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 key references 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 psychological theories that underpin your understanding of features of an autism spectrum. There is one assessment task in this unit.
Assignment 1 requires you to apply your knowledge and understanding of psychological theories that underpin your understanding of features of an autism spectrum in order to better understand adjustments that may need to be made in inclusive environments for learners on the autism spectrum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
Demonstrate your understanding of psychological theories of autism spectrum by developing a poster presentation on a selected topic of interest linked to the psychological theories of an autism spectrum and the impact on learning for learners on the autism spectrum.
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.
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: ULO2 - 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: ULO4 - 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: ULO4
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: ULO4 - 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: ULO4 - 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: ULO4
Unit Outline: Session-3B 2025, QUT Online, Online
| Unit code: | EUQ653 |
|---|---|
| Credit points: | 6 |
Overview
This foundational unit discusses different cognitive theories that have been linked to autism. It also considers co-existing conditions autistic learners may experience. This knowledge may help us understand how an autistic learner might experience the world around them. This unit responds to developing a better understanding of autistic learners and how they learn to ensure their success. You will develop knowledge of and critically analyse different cognitive theories that have been linked to Autism over time and develop your knowledge of co-existing conditions autistic learners may experience. This unit builds on content from EUQ652 and is suitable for educators, health, allied health, parents and disability professionals and will help to identify what environmental adjustments can be put in place to support autistic learners' success.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate understanding and knowledge of cognitive theories that have been used to inform our understanding of autism (CLO1.1)
- Apply theoretical knowledge of cognitive theories to understand autistic learner experiences and the possible impact on learning within inclusive learning environments (CLO2.1).
- Demonstrate understanding and knowledge of co-existing conditions autistic learners may experience. (CLO1.1)
- Based on knowledge of cognitive theories and co-existing conditions, critically analyse and reflect on professional practices that support suitable adjustments for autistic learners in inclusive learning environments. (CLO2.2, CLO2.4, CLO3.1)
Content
This unit will cover the following topics:
1. An examination of historical and current literature on cognitive theories that have been used to inform our understanding of how an autistic learner may experience their environment.
2. An examination of co-existing conditions autistic learners may experience that may influence environmental adjustments that are required.
3. An examination of how these theories and co-existing conditions may influence the implementation of suitable adjustments for autistic learners 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 key references 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 psychological theories that underpin your understanding of features of an autism spectrum. There is one assessment task in this unit.
Assignment 1 requires you to apply your knowledge and understanding of psychological theories that underpin your understanding of features of an autism spectrum in order to better understand adjustments that may need to be made in inclusive environments for learners on the autism spectrum.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Poster
Demonstrate your understanding of psychological theories of autism spectrum by developing a poster presentation on a selected topic of interest linked to the psychological theories of an autism spectrum and the impact on learning for learners on the autism spectrum.
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.
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: ULO2 - 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: ULO4 - 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: ULO4
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: ULO4 - 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: ULO4 - 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: ULO4