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PGCert Autism Spectrum Conditions and Learning

Course overview

Start date

Subject area

Cass School of Education and Communities

Attendance

Part-time

Learning

On campus

Course summary

The 2015 Special Educational Needs and Disability Code of Practice (DfE/DoH) specifies that all teachers must be seen as teachers of pupils with SEN and take responsibility for the progress of all learners in their class.

With an estimated 1.1 per cent of the population diagnosed with autism spectrum conditions (ASC) and an increased focus on inclusion, this course allows you to develop your knowledge and understanding of pupils with ASC. 

This is a new and innovative postgraduate course that will enable you to study and research current, relevant issues concerning autism spectrum conditions and to develop knowledge of inclusive pedagogy and practice.

It is suitable for teachers and allied professionals working within educational settings who wish to deepen and extend their knowledge of ASC and inclusion.

This course will help you to develop the skills to reflect critically on your own practice and current research. It will enable you to contribute to school development and strategic vision concerning ASC.

Contact us

If you have any questions, talk to a member of our Applicant Enquiries team on +44 (0) 20 8223 3333 or email study@uel.ac.uk.

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ASC

theory and research

The course aligns theory and research about autism spectrum conditions (ASC) with current ideas about best practice. It allows you to develop detailed knowledge and understanding of ASC, and explore the implications of ASC for teaching and learning

Collaborative learning

The course focuses on collaborative learning. You will address current issues and problems through the strength of collective knowledge, experience and expertise. A real strength of the course is the diverse student body. People come to it with a range of expertise and experience, enriching the learning for all participants. 

SEN

practitioners

Our staff are practitioners in the field of SEN, with many years of experience of working with children and young people with autism spectrum conditions. They bring a wealth of practical experience and knowledge of the most current research to the course.

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What we're researching

Dr Paula Bosanquet, who teaches on both the MA Education and MA Special Educational Needs courses, is a world-renowned expert on independent learning and scaffolding. Her talks on the subject are in high demand locally and nationally for teaching assistants and teachers, focusing on how they can enable pupils, particularly those with special educational needs, to be independent learners.

Dr Wayne Tennent, who teaches on the MA Education course, is an expert in reading comprehension, having written two books on the subject and led numerous projects in schools which have demonstrated impact on pupil achievement in this area. He works extensively with the United Kingdom Literacy Association.

The research of Nicole Whitelaw and Julie Gariazzo, both of whom teach on the MA Special Educational Needs course, is in the area of autism, while Dr Margaret Etherington, course leader of the MA Education, is an expert on art and gender in education.

John Macklin, leader of the MA Leadership in Education, carries out research into leadership in schools in relation to complexity theory. Warren Kidd, PGCert Teaching and Learning in Higher Education Course Leader, researches in the area of teacher identity and has published extensively in the area of sociology and teaching and learning.

Our Professional Doctorate (EdD) course draws on the input of researchers from across the Cass school of Education and Communities. It is led by Dr Gerry Czerniawski, who has published extensively in the areas of teaching and learning, teacher and teacher educator identity, continuing professional development (CPD) and pupil voice.

A founder member of the International Forum for Teacher Educator Development (InFoTED), he serves on the British Educational Research Association (BERA) Council and is chair of BERA's British Curriculum Forum. Gerry is a National Teaching Fellow of the Higher Education Academy.

Making a difference

UEL is one of the UK’s leading modern research universities. In the most recent Research Excellence Framework (REF), 17 per cent of our overall research submission was classified as ‘world-leading’ for its quality and impact – almost double our previous REF score. A further 45 per cent of our work was considered ‘internationally excellent’.

Entry requirements

From
Degree
Minimum 2:2 Honours

INTERNATIONAL

(Including European Union)

We accept a range of qualifications from across the world. Please see our country pages for information on specific entry requirements for your country.

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It is recommended that applicants are able to spend some time each week in an educational setting, on a paid or voluntary basis in order to gain maximum benefit from the practice based focus of learning and assessment on this programme.
Overall IELTS 6.5 with a minimum of 6.0 in Writing, Speaking, Reading and Listening (or recognised equivalent).

As an inclusive university we recognise that applicants who have been out of education for some time may not have the formal qualifications usually required for entry to a course. We welcome applications from those who can demonstrate their enthusiasm and commitment to study and have relevant life/work experience that equips them to succeed on the course. We will assess this from the information provided in your application (particularly your personal statement) and may ask you to attend an interview or submit a piece of work to help us decide on your eligibility for the course. Our pre-entry Information Advice and Guidance Team are able to provide further advice on entry requirements and suitability for study.

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre. Please click here for details.

What you'll learn

This course is relevant to both mainstream and specialist settings. The aim is to help teachers and other professionals respond effectively to the needs of pupils with autism spectrum conditions (ASC).
 
The two modules you will study cover theories of inclusion, how to make inclusion work for pupils with ASC, current research into causes of ASC, how children and young people with ASC experience the world, and the impact of this on education.
 
You will also explore a range of strategies to support learning and consider best practice.
 
Throughout the course, you will be helped to develop a critical understanding of theory alongside the practical knowledge you will gain.
 
You will be encouraged to make links between theory and your own practice, and become a reflective practitioner who is able to think proactively and strategically about provision for pupils with special and additional learning needs.

What you'll study and when

Due to the practical nature of the programme there are no examinations. The Postgraduate Certificate in Autism Spectrum Conditions and Learning is assessed by coursework.

Each module assessment will typically be a single submission portfolio of 5,000 words or equivalent.

Assessment tasks will involve critical reflection, professional work-based tasks and critical engagement with research and current thinking in ASC.

How you'll be assessed

Due to the practical nature of the programme there are no examinations. The Postgraduate Certificate in Autism Spectrum Conditions and Learning is assessed by coursework.

Each module assessment will typically be a single submission portfolio of 5,000 words or equivalent.

Assessment tasks will involve critical reflection, professional work-based tasks and critical engagement with research and current thinking in ASC.

Course specification

Your future career

This course will help you develop a range of transferrable skills that are desirable in a wide range of careers.
 
These skills include knowledge of theories, legislation, policy and practice, computer literacy, planning and time management and written communication.

It will also demonstrate your ability to design and carry out small-scale research and to engage in critical thinking.

The skills and knowledge developed on this course will allow those working in teaching to gain expertise in the increasingly sought after area of special needs. 

However, this course could also support your career in areas such as therapy, support work, social work, educational psychology and work with adults with additional needs.


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