Autism Spectrum Condition MA

Program Overview

This program delves into the complexities of Autism Spectrum Condition (ASC), providing a comprehensive understanding of its theories, research, and practical implications in educational settings. Through coursework, presentations, and critical commentaries, students gain knowledge and skills to support and manage individuals with ASC, fostering their learning and well-being. The program emphasizes critical thinking, research analysis, and collaboration with professionals from diverse backgrounds.

Program Outline

Degree Overview:

Discover more about the lives of children, young people and adults with an Autism Spectrum Condition and how best to manage their learning differences in positive ways. By the end of this course, you will have engaged with policy and practice and demonstrated informed perspectives about Autism Spectrum Condition (ASC) in educational settings. You will have developed key knowledge, understanding and skills around theoretical ideas and frameworks for supporting and managing those with ASC in different contexts. You will study all aspects of ASC, particularly as it relates to educational context, and gain an in-depth perspective of autism theory, research and practice. You will have opportunities to explore and discuss current educational developments in relation to the needs of children, young people and adults with ASC, which will help you to develop your existing professional practice. We will encourage you to develop knowledge and skills which will enable you to reflect critically on current practice. You will also make informed assessments of the implications of research both nationally and internationally on professional practice.

Outline:

Year 1

• Origins and theory of autism (Compulsory): Examining the history and clinical epistemology of Autism Spectrum Condition; critically engaging with the current and psychological, sociological, neurological and clinical theories including recent changes in diagnostic criteria and their relationship to education; considering the implications of the research; making informed assessment of the implications of research on professional practice.
• Pedagogical models of working with autism (Compulsory): Exploring the impact child-centred approaches have had upon the teaching and learning of autistic individuals; evaluating the usefulness of alternative approaches; considering issues for socio–cognition communication and language; evaluating a range of strategies including the use of social stories in supporting classroom routine and change; evaluate your own practice.
• The Wider Issues of Autism (Compulsory): Examining the wider issues of Autism in educational and social settings; considering the sensory differences of those with Autism; considering the effects of emotion, stress and anxiety and their response.
• Emotions and Attachment in Learning Relationships (Optional): An exploration of the theories of emotional development; a consideration of how early attachment and separation impact on personality development; understanding how attachment theory informs professionals understanding of the behaviour of children, young people and adults; an evaluation of the research about the impact of childhood trauma and neglect and how such early experiences impact on thinking and behaviour; a critique of new research about how a brain develops through relational experience; a re-conceptualisation of the received understanding of challenging behaviour.
• Complex Behavioural Difficulties: Theory and Practice (Optional): The past, the present and patterns of specialist educational provision; contexts, definitions and terminologies within the context of 'complex behaviour' - understanding the historical context; child development and dysregulation; origins, causes and allegiances, barriers to learning, strategies and interventions including analysis and understanding of Autism, Attachment, Developmental Trauma and Mental Health difficulties; challenges and opportunities, conceptions and misconceptions of 'complex behaviour' asking the right questions and understanding environmental factors and external influences with regard to Autism, Attachment, Developmental Trauma and Mental Health difficulties; evaluation of educational provision for those with 'complex behaviour' through whole school provision, interventions, positive well-being and mental health strategies and co-production (working with parents and carers); exploring theory underpinning specialist intervention strategies within education, social care and the wider community; well-being, mental health and the individual child, developing partnerships with a specific focus on ACES (Adverse Childhood Experiences) and trauma informed practice.
• Dissertation (Compulsory): Exploiting previous knowledge of research methods and enquiry; creating a research plan and timeline; locating and contextualising the research within the literature; undertaking research in accordance with ethical guidelines including the submission of the Research Ethics Application Form; using an appropriate methodology; collecting evaluating and interpreting data; responding to changes in research intentions and outcomes; writing up the research.
• Promoting and managing positive learner behaviour (Optional): Definitions, theories and hypotheses regarding the root causes of different behaviour including considerations of Autism, Attachment, Trauma and Mental Health; contexts, definitions and terminologies regarding behaviour and legal requirements; critical evaluation of strategies, interventions, assessment and data collection techniques; legal implications of strategies and interventions in context; training and professional development enhancement strategies; key strategies to enhance and manage multi-disciplinary and professional teams; challenges and opportunities for future practice.
• ACES Trauma Informed Practice (Optional): A deconstruction of pervasive trauma viewed from a range of professional perspectives; an examination of how pervasive trauma impacts the brain and how this manifests in perception and behaviour; a conceptualisation of Trauma Informed Practice taking into account current educational systems and practices; an exploration of participants case study evidence in their professional practice.
• Mental Health and Resilience in Learning (Optional): An exploration of the theories of resilience; a consideration of the relationship between resilience and mental health; a critique of new research about models of resilience; understanding how an improved knowledge of mental health informs professionals’ understanding of the behaviour of children, young people and adults; an evaluation of the research about the impact of adverse childhood experiences and how such early experiences impact on resilience, mental health, behaviour and life outcomes for children, young people and adults; a re-conceptualisation of the received understanding of challenging behaviour resulting from poor mental health.

Assessment:

• Coursework
• Presentations
• Critical commentaries

Teaching:

• Lectures
• Workshops
• Seminars

Careers:

Holders of the qualification will have the qualities and transferable skills necessary for supporting and advising on the management of those with ASC within educational and other settings requiring the exercise of initiative and responsibility and decision-making in complex and unpredictable situations. They will work from a value system that respects individual differences in children and young people and has an empathetic understanding of family and cultural diversity.

Other:

• There will be an opportunity to network with a range of professionals from different backgrounds.
• This course is designed around in-person study.
• There may be some online learning activities.

Tuition Fees and Payment Information:

Home Students

MA: £8,505 for the full course (2024/25) PGDip: £8,505 for the full course (2024/25) PGCert: £2,835 for the full course (2024/25)

International/EU Students

£14,750 for the full course (2024/25) The tuition fees for international students studying Postgraduate programmes in 2024/25 are £14,750. The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter. For more information, go to our International Fees, Scholarship and Finance section. Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Additional Costs

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

Bursaries and Funding

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.