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Autism (MA)

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  • Objectives
    This postgraduate programme offers experienced teachers and other professionals an opportunity to: - explore and discuss current educational developments in relation to the needs of children and young people with autistic spectrum disorders; - develop structures for the dissemination of good practice in the education, care and support of children and young people.
  • Entry requirements
    Standard Entry Please contact the School of Education for entry requirements.
  • Academic Title
    Autism (MA)
  • Course description
    A major emphasis of the course will be the application and analysis of appropriate professional knowledge for teaching and life long learning, including critical analysis of good practice as outlined in current government reports. Students on the course will have opportunities to further their understandings of autism and will be encouraged to develop knowledge and skills which will enable them to reflect critically on current practice, particularly their own, and to analyse their work for pivotal teaching or intervention points which will support their development. The course will be of particular interest to professionals working in mainstream, or special, settings with children with Asperger's syndrome or with autism. Parents are welcome to apply.

    Course Structure
    The MA extends over 3 years, part-time. The course comprises modules or units each of which addresses a different aspect of the education and development of young people with this pervasive developmental disorder. Course participants who successfully complete the first year of the course may exit with a Postgraduate Certificate. Those who successfully complete two years may exit with a PG Diploma or proceed to the final third year as candidates for a Masters degree.

    The course is open to professionals and parents who are working with children or young adults with autism.

    MODULE INFORMATION
    Year 1 Modules

    AA0113 Foundations, Philosophies and Policies of Enquiry (CORE, 20 Credits)

    TE0719 Understanding Autism (20 Credits) (CORE, 20 Credits)

    TE0720 Autism: analysing issues in teaching and learning (20 Credits) (CORE, 20 Credits)

    AA0113 Foundations, Philosophies and Policies of Enquiry (CORE, 20 Credits)
    Year 2 Modules

    AA0114 Research Skills: Design and Methods (CORE, 20 Credits)

    TE0718 Autism: Social Behaviour & Promoting Learning (20 Credits) (CORE, 20 Credits)

    TE0721 Developing inclusive policy and practice (20 Credits) (CORE, 20 Credits)
    Year 3 Modules

    PP0189 Empirical Project (OPTION, 60 Credits)

    PP0190 Practice Project (OPTION, 60 Credits)

    PP0191 SYSTEMATIC APPRAISAL (OPTION, 60 Credits)

    PP0189 Empirical Project (OPTION, 60 Credits)

    PP0190 Practice Project (OPTION, 60 Credits)

    PP0191 SYSTEMATIC APPRAISAL (OPTION, 60 Credits)
    Year 4 Modules

    PP0189 Empirical Project (OPTION, 60 Credits)

    PP0190 Practice Project (OPTION, 60 Credits)

    PP0191 SYSTEMATIC APPRAISAL (OPTION, 60 Credits)

    PP0189 Empirical Project (OPTION, 60 Credits)

    PP0190 Practice Project (OPTION, 60 Credits)

    PP0191 SYSTEMATIC APPRAISAL (OPTION, 60 Credits)
    Year 5 Modules

    PP0189 Empirical Project (OPTION, 60 Credits)

    PP0190 Practice Project (OPTION, 60 Credits)

    PP0191 SYSTEMATIC APPRAISAL (OPTION, 60 Credits)

    PP0189 Empirical Project (OPTION, 60 Credits)

    PP0190 Practice Project (OPTION, 60 Credits)

    PP0191 SYSTEMATIC APPRAISAL (OPTION, 60 Credits)

    COURSEWORK AND ASSESSMENT
    This Masters course allows progression from Postgraduate Diploma. Professionals who have successfully accumulated 120 points at M level may enter a third year of study. At the progression point to the master's year, participants, in consultation with their tutors, elect to follow one of two pathways, the practice researcher pathway or the advanced practitioner pathway.

    The 'Practice Researcher' pathway -
    The movement towards research and evidence based practice in the professions is based, at its simplest, on the argument that professionals have a moral responsibility to practise in ways that are underpinned by the best research knowledge available and that are improved by building an evidence base for that particular practice in the particular setting. This element of the provision, therefore, will improve practice through the improvement of teachers' and other professionals' capacity to operate effectively in a research and evidence-based profession. The overall aim of this route, then, is to enable professionals to examine critically quantitative, qualitative and multi-methods approaches to practice-based research so that they develop both their understanding of the range of methodologies used to research educational practice and their skills in engaging in small-scale research studies themselves.

    The 'Advanced Practitioner' pathway -
    The pathway to MA aims to develop participants' capacity to improve practice and to facilitate their professional development. It is based on the view that whilst the practice of competent professionals with be appropriate, the advanced practitioner will have a creative approach to her/his role, and will have the ability to respond imaginatively in situations which are not routine, and for which there are no recognised or established procedures. This involves making judgements which optimise learning in complex, uncertain and fluid encounters with learners. Often professionals will need to respond creatively to situations that are rapidly changing.

    This element of the CPD provision will improve practice by advancing practitioners' understandings so that they are able to act as 'advanced practitioners' in their professional contexts.

    OTHER INFO

    When applying for this programme, can you please state in the Personal Statement section of the application form whether you have Qualified Teacher Status and if so, what your registration number is.

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