| CODE | CSD5003 | |||||||||
| TITLE | Understanding Neurodiversity 1 | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | |||||||||
| DESCRIPTION | This study-unit is the first of two study-units that build on one another. It intends to familiarise students with the different challenges children and adults with neurodiverse profiles experience. This study-unit harnesses the skills and insights of different expert practitioners from the field to enable students to link theory and knowledge with practice and practitioners鈥� experience. This study-unit introduces students an overall view of the many-sided aspects of the term Specific Learning Difficulties/Learning Disabilities/Neurodiverse profiles, and is intended to impart knowledge to students to inculcate an awareness of the different conditions/profiles that affect all aspects of human life. It is intended to address points 1 to 7 below with the remaining profiles covered in CMT5015 'Understanding Diversity 2'. AD(H)D - identification and management; - Dyspraxia - language, motor skills and co-ordination in relation to dyslexia; - Dyscalculia/Math Learning Difficulties- identification and strategies for learning; - Autism Spectrum Disorder as a communication disorder; - Communicating with Educational Psychologists; - Speech therapy in the context of speech and language development; - Audiology and hearing impairment; - Orthoptics and dyslexia; - Adult Literacy; - Neurodiversity; - Principles of inclusion in schools and the world of work; - Counselling young learners; - Familial and community environments affecting learning and performance; - The effect of terminology on economic and human resources. Study-Unit Aims: - This study-unit aims to introduce students to principles of inclusion and diversity and helps students develop their value system; - Students will have the opportunity to process insights into how learning and work systems may respond to individual needs within an inclusive environment; - This study-unit will introduce students to ICD 11 and DSM 5TR; - This study-unit will introduce students to assessment and diagnostic issues and material. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss issues of terminology with neurodiversity, Learning Disabiliies and Specific Learning Difficulties; - Discuss the concept of differential diagnosis and how it needs to be used when during assessment and intervention; - Critique and evaluate the DSM-5TR and the ICD-11; - Critically describe and differentiate between various neurodiverse profiles across the lifespan; - Discuss issues of co-occurence; - Critically evaluate the theoretical advances in the field of reading, writing, and numeracy difficulties; - Critically evaluate the concepts of different working teams of professional; - Critique and evaluate transdisciplinarity; - Evaluate the symptomatology of various types of dys-profiles as they are exhibited. 2. Skills: By the end of the study-unit the student will be able to: - Differentiate between typical and neurodiverse development and competencies in children, adolescents, and adults; - Differentiate between different conditions in the context of neurodiversity; - Critically evaluate various support systems of working with clients and their families; - Demonstrate considerations of issues of class, culture, language, race, and gender in assessment and intervention; - Demonstrate an understanding of working with transdisciplinary teams of professionals in the best interest of clients and their families. Main Text/s and any supplementary readings: Main Texts: - Hardman, M.L., Drew, C.J. & Egan, M.W. (Latest Edition) Human Exceptionality: society, school and family. Allyn and Bacon. Supplementary Readings: - Rodis, P., Garrod, A. & Boscardin, M.L. (Eds.) Learning Disabilities and Life Stories. Allyn and Bacon. - Salend, S.J. (2001) Creating Inclusive Classrooms: effective and reflective practices (4th edition) Merrill-Prentice Hall. - Smith, T.E., Polloway, E.A., Patton J.R. & Dowdy, C.A. (2001) Teaching Students with Special Needs in Inclusive Settings (3rd edition) Allyn and Bacon. - Boyd, D. R. & Bee, H. L. (2013) The developing child. Allyn & Bacon. - Meadows, S. (2018). Understanding child development: psychological perspectives and applications. Routledge. - Dang, M. T., Warrington, D., Tung, T., Baker, D., & Pan, R. J. School-Based Approach to Early Identification and Management of Students with ADHD. (2007) Journal of School Nursing, 23(1), 2-12. doi.org/10.1177/10598405070230010201. - Re, A. M. & Capodieci, A. (2020). Understanding ADHD A Guide to Symptoms, Management and Treatment. Routledge. - Kirby, A.& Drew, S. (2013). Guide to Dyspraxia and Developmental Coordination Disorders. Routledge. - Chinn, S. J. & Chinn, S. (2018). Maths Learning Difficulties, Dyslexia and Dyscalculia. Jessica Kingsley Publishers. - Xhinn. S. (2017). The trouble with Maths. Routledge. - Boucher, J. (2022). Autism Spectrum Disorders - Characteristics, Causes and Practical Issues. SAGE Publications. - Bowen, C. (2023). Children's Speech Sound Disorders. Wiley Blackwell. - Bradham, T. S. & Todd Houston, K., (2015). Assessing Listening and Spoken Language in Children with Hearing Loss. Plural Publishing. - Scheiman, M. & Rouse, M. W. (2006). Optometric Management of Learning-related Vision Problems. Elsevier Health Sciences. - McLoughlin, D. & Leather, C. (2013). The Dyslexic Adult: Interventions and Outcomes - An Evidence-based Approach. BPS Blackwell. - Kiyoji, K., Tsuge, M., Ikuta, S., Minchin Dalton, E., & Plantin Ewe, L. (2023). Building Inclusive Education in K-12 Classrooms and Higher Education. IGI Global. - Department for Education. (2016). Counselling in schools: a blueprint for the future. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/497825/Counselling_in_schools.pdf - Bovair, K., & McLoughlin, V. (2012). Counselling in Schools 鈥� a reader. Routledge. - Booth, A. & Dunn, J. F. (2013). Family-School Links How Do They Affect Educational Outcomes? Taylor & Francis. |
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| ADDITIONAL NOTES | Pre-requisite Qualification: Entry requirements Co-requisite Study-unit: CMT5015 Understanding Diversity 2 |
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| STUDY-UNIT TYPE | Lecture | |||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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