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Students
Tuition Fee
GBP 791
Start Date
Medium of studying
On campus
Duration
12 weeks
Program Facts
Program Details
Degree
Courses
Major
Special Education | Nursing | Social Work and Counselling
Area of study
Social Sciences | Health
Education type
On campus
Timing
Part time
Course Language
English
Tuition Fee
Average International Tuition Fee
GBP 791
Intakes
Program start dateApplication deadline
2025-01-27-
About Program

Program Overview


Principles of working with people with learning disabilities who display challenging behaviour

Overview

This level 6 module provides the student with the knowledge and skills to assess people who display challenging behaviours and to contribute to the construction of a plan of care for these clients (under supervision). Any student who meets the module prerequisites may take the module as a stand-alone module. Assessment is by coursework and examination.


About this course

About

People with learning disabilities have a right to live in local communities and to access the same range of facilities as others in society do. One of the greatest challenges to this is the behavioural difficulties that a significant number of people with learning disabilities display. Therefore, staff that work with people with learning disabilities and their families across a range of settings need to develop the skills and knowledge to offer positive support to this client group and their families. The initial skills and knowledge necessary to do this involves: being able to identify challenging behaviour, develop understanding of the functions of such behaviours and undertaking assessments of individuals who display challenging behaviours.


This module is available as a standalone module / credit bearing module.


Assessment

  • 50% Coursework
  • 50% Examination

Attendance

Module runs over a 12 week period in total. Mode of Attendance can vary between modules ie weekly, block teaching or alternate weekly teaching. Please contact the individual Module Co-ordinator for details.


All students are expected to attend all classes associated with the programme and be punctual and regular in attendance (where applicable). Attendance will be monitored at the University and Employers are informed of all absences.


Entry requirements

  • Satisfy the University’s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL).
  • Normally required to hold a level 5 Diploma in Nursing (or equivalent) but the initial offer standard may vary from year to year.
  • English language requirements for international applicants.

Start dates

  • 27 January 2025

Teaching, Learning and Assessment

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.


Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.


The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.


Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.


Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.


Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.


Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.


Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.


Calculation of the Final Award


The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).


Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.


All other qualifications have an overall grade determined by results in modules from the final level of study.


In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.


Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.


Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).


We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.


The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.


Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.


Fees and funding

Prices

  • Northern Ireland, Republic of Ireland and EU Settlements Status Fees: £791.60
  • England, Scotland, Wales and the Islands Fees: £791.60
  • International Fees: £0.00

Fees information

For a 20 Credit Point Undergraduate Module the fee for 2024/25 is £791.60


Fees are correct at the time of publishing


Additional mandatory costs

It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.


Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.


There are additional fees for graduation ceremonies, examination resits and library fines.


Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.


See the tuition fees on our student guide for most up to date costs.


Sustainability at Ulster

Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.


At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.


We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.


Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.


Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.


Faculty of Life and Health Sciences – Sustainability in Focus

Learning and Teaching

Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges.


The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s.


Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography.


Research and Knowledge Exchange

Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions.


By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:


  • Health promotion
  • Achieving food security improved nutrition and promoting sustainable agriculture
  • Ensuring healthy lives and promote wellbeing
  • Promoting lifelong learning opportunities for all
  • Achieving gender equality and empowering all women and girls
  • Ensuring availability and sustainable management of water and sanitation for all
  • Taking urgent action to combat climate change and its impacts
  • Conserving and sustainably using the oceans, seas and marine resources for sustainable development
  • Promoting sustainable use of terrestrial ecosystems
  • Promoting peaceful and inclusive societies for sustainable development
  • Implementation and revitalisation of the Global Partnership for Sustainable Development

External Partnerships

Collaboration is key to driving sustainability. Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices.


External partnerships enable us to apply research and innovation to real-world challenges. We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement.


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