Intellectual and Developmental Disabilities - PCert, PDip, MA

Program Overview

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Overview

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Deadline for Tizard Postgraduate Taught Applications for entry in September: 18 JULY

Due to a high number of applicants we have been forced to put in place a deadline for receipt of applications for those wishing to be considered for entry to September intake.

Please therefore ensure that your

full application

(containing reference, all required documentation and evidence of English Language qualifications if relevant) is submitted online via the “Apply Now” link no later than

23:59 BST on 18 July

.

Incomplete applications, or applications received after 18 July, will be considered for next year's September cohort.

Program Outline

Course structure

Duration:

One year full-time, two years part-time

Accreditation of Prior Learning and Prior Experiential Learning may be possible on this programme. You can transfer between this programme and other programmes offered by Tizard and also between levels, subject to meeting admission requirements.

Coursework is taught through a mixture of web-based resources, directed reading, videos, lectures, seminars and practical sessions, supported by a number of workshops, where you work with skilled professionals and have the opportunity to share ideas and experiences with fellow students.

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Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

Compulsory modules currently include

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TZRD8300 - Research Methods (15 credits)

The aim of this module is to teach students about research methodology and the knowledge needed to access and interpret the research literature. For those who take the statistical analysis element, the aim is also to teach appropriate statistical techniques for the analysis of quantitative data. The emphasis will be on methods of data collection and analysis which will be useful in practice settings, so that advanced multivariate techniques will not be taught.

Find out more about TZRD8300

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TZRD8610 - Social Psychology of Intellectual and Developmental Disabilities (10 credits)

All academic modules on the Intellectual and Developmental Disabilities programmes are taught using a combination of web-based resources, reading, the introductory workshop and a one-week workshop in the Spring. For each module, there will be web-based materials including video-recorded lectures, web-based discussions/seminars, and quizzes/group exercises. Students are also expected to conduct their own literature searches and follow-up the core reading and the reference lists for each topic covered

The aim of this module is to teach the basic facts about the nature and origins of intellectual and developmental disabilities, including definitions of learning disability, epidemiology, biological, social and environmental causes of learning disability. In addition, characteristics of people with intellectual and developmental disabilities will be considered (including cognitive and social characteristics) along with issues such as autism, ageing, transition, early intervention, physical & mental health, parenting, sexuality and people with intellectual and developmental disability in the criminal justice system.

Find out more about TZRD8610

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TZRD8620 - Behaviour Analysis and Intervention (10 credits)

Students will receive training on behaviour analysis and broader systems of support that have emerged from the field of behavioural science to support individuals diagnosed with intellectual and/or developmental disabilities. The module will critically evaluate the historical application of behavioural approaches, focusing on ethical and empowering support frameworks that can improve people's quality of life. Training will cover basic behavioural principles that link to how we learn, assessment strategies to better understand behaviour within its context, strategies to support individuals that might be exhibiting behaviours described as challenging, and ways to promote communication and the development of skills.

Find out more about TZRD8620

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TZRD8630 - Service Issues in Intellectual and Developmental Disabilities by Distance Learning (10 credits)

The aim of this module is to give students an understanding of organisational issues involved in learning disability services, including institutionalisation and deinstitutionalisation, theories of normalisation and criticisms of these theories, methods of analysing quality of life and care and ways of producing change in services. This module is taught as a web-based guided study module with seminars at several points in the first term. For AIIDD students, this module is closely linked to the service placement and discussion and application of web-based units will occur during placement supervision.

Find out more about TZRD8630

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TZRD8650 - Extended Essay (15 credits)

All students will write one essay on a topic which requires them to draw on material from the service issues, social psychology and behavioural analysis and intervention modules. This will be done over the course of the year for full time students and in the second year for part time students and will be submitted during the third term of the final year.

Find out more about TZRD8650

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TZRD9940 - Research Project in Intellectual and Developmental Disabilities (60 credits)

During the first term of the course students will develop ideas for their research project and will be given the opportunity to choose a research project proposed and supervised by members of the course team or other Tizard staff ( course handbook for the list of topics for the current year). Students who choose to design their own project will be allocated a project supervisor. Students following the MSc in Analysis and Intervention in Intellectual and Developmental Disability are required to do an empirical project. All other students can choose between either an empirical or a non-empirical (e.g. policy or research review) project.

Students develop a proposal (assessed) for their research project with advice from their supervisor and apply for ethical approval either to the Tizard Ethics Committee (Ethical Review Checklist available on web-based resources) or to another ethics committee such as those in the NHS.

Find out more about TZRD9940

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TZRD9950 - Extended Research Project in Intellectual and Developmental Disabilities (120 credits)

During their first terms students will select the topic for their research project. Students will then complete a written plan for their research project and where fieldwork or other empirical research is concerned, complete the ethical review checklist, with advice from their dissertation supervisor during term 2 (or Term 3 for part-time students). The proposal will then be assessed and the ethical review checklist sent to the Tizard Ethics committee for approval.

At least one day a week is set aside for data collection during term 3 and two or three days per week after the end of term 3, for the full-time (one-year) students. There is equivalent time spread over the two years for the part-time students.

Find out more about TZRD9950

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WSHOPWRIT - Write,Right (0 credits)

Find out more about WSHOPWRIT

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Teaching

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Teaching and assessment

Each of the four taught modules is assessed by a computer-based exam and an extended essay. In addition, the Research Methods module involves short assignments and a worked problem.

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Programme aims

This programme aims to:

provide you with detailed knowledge of intellectual and developmental disabilities and ability to interpret research in this field

provide you with detailed knowledge of intellectual and developmental disabilities and knowledge of how to conduct and interpret research in this field (MA, PDip only).

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Learning outcomes

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Knowledge and understanding

You will gain knowledge and understanding of:

definitions and epidemiology of intellectual disability

cognitive, communicative and social characteristics of people with intellectual disabilities

biological, social and environmental causes of intellectual disability

behaviour analysis

challenging behaviour and other special needs

ideology, policy and service development

definition and measurement of service quality

relationships between service organisation and quality

research methodology.

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Intellectual skills

You develop intellectual skills in:

the ability to present critical, balanced arguments

the ability to appraise and interpret evidence from academic literature and personal/work experience

the ability to generate and interpret evidence through research (PDip, MA only).

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Subject-specific skills

You gain subject-specific skills in:

how to conduct applied research on a topic relevant to intellectual and developmental disability. (PDip, MA only)

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Transferable skills

You will gain the following transferable skills:

communication:

the ability to organise information clearly, respond to written sources, present information orally.

numeracy:

the ability to make sense of statistical materials, integrate numerical and non-numerical information (MA only);

the ability to make sense of statistical materials, quantitative and qualitative information (PDip only);

if you are doing the statistical element of research methods module, you will make sense of statistical materials, integrate quantitative and qualitative information. You will also become familiar with ways of summarising and presenting data (PCert only)

information technology: the ability to produce written documents and undertake online research

working with others: work co-operatively on group tasks and understand how groups function

improve your own learning: the ability to explore your strengths and weaknesses, time management skills and review your working environment

problem-solving: the ability to identify and define complex problems, explore alternative solutions and discriminate between them.

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Careers

Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.

Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.