PL1D115 - Introduction to Developmental Disorders 01 Sep 2017 - 31 Aug 2020 | Version 2

Associated Module Information

Module Code: PL1D115
Module Title: Introduction to Developmental Disorders
Faculty: Faculty of Life Sciences and Education
Faculty Group: Psychology and Therapeutic Studies
Faculty Sub Group: Psychology
Module Leader: Catherine Purcell
Module Team:
First Intended Intake: SEP 2014 Final Year of Intake:
Date Closed:
Credit Value: 40 Credit Level: 4
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100497 - psychology
HECOS Code Weighting: 100

Document Version Information

Version 2
Valid From 01 Sep 2017
Valid To 31 Aug 2020

Module Aims

This module aims to:

1) Introduce students to the range of developmental disorders experienced by children, young people and adults

2) Foster a strong knowledge of theory and research underpinning specific developmental disorders

3) Introduce students to some of the ethical and practical issues in working with those who have developmental disorders 

Content Summary

Students will be introduced to theory and research associated with a range of developmental disorders specifically, Attention Deficit Hyperactivity Disorder (ADHD) Autism Spectrum Conditions (ASC), Developmental Coordination Disorder (DCD), Dyscalculia, Dyslexia and Specific Language Impairment. This module will be focussed on equipping students with a good understanding of the aetiology of these conditions as well as the co-occurring features between developmental disorders. Additionally students will have an opportunity to see how developmental disorders are experienced, through the completion of 20 hours work experience which is embedded in the module. Finally, ethical and practical issues of working with children and young people will be considered. Students will learn about professional and statutory frameworks for research and practice with these groups, this includes completing their Safeguarding Children Level 1 certificate.

Learning and Teaching Methods

Activity Type Hours
Lecture 48
Practical classes and workshops 48
Independent Study 134
Placement 20
Directed Study 134
Formative Assessment - Independent 16
Total Hours Selected 400

Learning Outcomes

# Learning Outcome
LO1 Demonstrate an understanding of key theories and research underpinning our current knowledge and understanding of developmental disorders.
LO2 Outline the ethical, legal and practical issues associated with working with children, young people and adults with developmental disorders. 
LO3 Understand the similarities and differences between developmental disorders.

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Set Exercise - Time Constrained (EX) Classroom Test Time Constrained (EX) 1 120 N/A 25 Yes 40
Set Exercise - Not Time Constrained (CW) Set Tasks - not-time constrained 2 0 2000 25 Yes 40
Set Exercise - Not Time Constrained (CW) Set Tasks - not-time constrained 1 0 2000 25 Yes 40
Written Examination Multiple Choice Questions - Examination (EX)1 120 N/A 25 Yes 40
Portfolio Portfolio 1 0 2000 25 Yes 40
Written Assignment (CW) Essay (CW) 3 0 2000 25 Yes 40
Written Assignment (CW) Essay (CW) 2 0 2000 25 Yes 40
Written Assignment (CW) Essay (CW) 1 0 2000 25 Yes 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2 LO3
Classroom Test Time Constrained (EX) 1 ✔ ✔ ✔
Set Tasks - not-time constrained 2 ✔ ✔ ✔
Set Tasks - not-time constrained 1 ✔ ✔ ✔
Multiple Choice Questions - Examination (EX)1 ✔ ✔ ✔
Portfolio 1 ✔ ✔ ✔
Essay (CW) 3 ✔ ✔ ✔
Essay (CW) 2 ✔ ✔ ✔
Essay (CW) 1 ✔ ✔ ✔

Reading List

Handbook of autism and pervasive developmental disorders: Diagnosis, development, and brain mechanisms, volume 1 (2014). In Volkmar F. R., Rogers S. J., Paul R. and Pelphrey K. A. (Eds.), (Fourth edition ed.). Hoboken, New Jersey: John Wiley & Sons.

 

Bogdashina, O. (2006). Theory of mind and the triad of perspectives on autism and asperger syndrome: A view from the bridge. London: Jessica Kingsley

Chandler, C. (2010). The science of ADHD: A guide for parents and professionals. Chichester: Wiley-Blackwell

Frith, U. (2008). Autism: A very short introduction. Oxford: Oxford University Press

Grant, D., & French, H. E. (2010). That's the way I think: Dyslexia, dyspraxia and ADHD explained (2nd ed ed.). London: Routledge

Hendrickx, S. (2010). The adolescent and adult neuro-diversity handbook: Asperger syndrome, ADHD, dyslexia, dyspraxia and related conditions. London: Jessica Kingsley

Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language learning and cognition. Chichester, U.K.; Malden, Mass: Wiley-Blackwell.

Kutscher, M. L., & Puder, D. (2008). ADHD: Living without brakes. London: Jessica Kingsley

Snowling, M. J., & Stackhouse, J. (2006). Dyslexia, speech and language: A practitioner's handbook (2nd ed ed.). London: Whurr.

Developmental coordination disorder and its consequences (2013).