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2014/15 Taught Postgraduate Module Catalogue

EDUC5816M Developmental Disorders in the Early Years

30 creditsClass Size: 25

Module manager: Dr Mary Chambers
Email: m.e.chambers@education.leeds.ac.uk

Taught: Semester 2 View Timetable

Year running 2014/15

This module is approved as an Elective

Module summary

This module will have both a theoretical and an applied emphasis. It will explore: - how knowledge of developmental disabilities can inform, and be informed by, theories of 'typical' development; - the key theoretical approaches used to understand developmental disabilities; - the developmental trajectories of cognitive, emotional and social skills in a range of developmental disabilities and whether these are quantitatively or qualitatively different from typical development; - the role of biological, cognitive and environmental risk factors across the developmental timeframe and consider issues of definition, labeling and comorbidity. The module will examine the developmental trajectories of a number of the most prevalent atypical patterns of child development, for example, autistic spectrum disorder, developmental coordination disorder and attention deficit and hyperactivity disorder. The module will also focus on assessment and identification of developmental disabilities in the early years and the diversity of early intervention strategies that have been developed to ameliorate the negative impact of developmental disorders on young children, and will examine their effectiveness. A variety of research designs that are relevant to examining developmental processes will also be introduced - longitudinal and cross-sectional designs, complex intervention designs, as well as single case studies.

Objectives

- to explore how knowledge of developmental disabilities can inform, and be informed by, theories of 'typical' development;
- to address the key theoretical approaches used to understand developmental disabilities;
- to gain an in depth understanding of the developmental trajectories of cognitive, emotional and social skills in a range of developmental disorders and explore whether these are quantitatively or qualitatively different from typical development;
- to explore the role of biological, cognitive and environmental risk factors across the developmental timeframe and consider issues of definition, labeling and comorbidity. An examination of the developmental trajectories of a number of the most prevalent atypical patterns of child development, for example, autistic spectrum disorder, developmental coordination disorder and attention deficit and hyperactivity disorder;
- to develop an understanding of the issues surrounding assessment and identification of developmental disorders in the early years and the diversity of early intervention strategies that have been developed to ameliorate the negative impact of developmental disorders on young children and examine their effectiveness.

Learning outcomes
On completion of the module students should have provided evidence of being able to:
- demonstrate an in-depth, extended or specialist knowledge of the concept and nature of developmental disorders in the early years;
- demonstrate an advanced understanding of concepts, information and professional expertise relevant to developmental disorders in infants and young children;
- identify and demonstrate an advanced understanding of the characteristics of a number of developmental disorders with specific reference to infants and young children;
- evaluate and critically analyse approaches to assessment, identification and early intervention strategies;
- demonstrate understanding of support systems for infants and young children with developmental disabilities involving education, health and family;
- develop a model for practice that can be incorporated into the context of their working environment;
- demonstrate an advanced understanding of techniques applicable to their own research in the field of developmental disorders in infants and young children;
- evaluate critically current issues and research in the field of developmental disorders.


Syllabus

On completion of the module students should have provided evidence of being able to:
- demonstrate an in-depth, extended or specialist knowledge of the concept and nature of developmental disorders in the early years;
- demonstrate an advanced understanding of concepts, information and professional expertise relevant to developmental disorders in infants and young children;
- identify and demonstrate an advanced understanding of the characteristics of a number of developmental disorders with specific reference to infants and young children;
- evaluate and critically analyse approaches to assessment, identification and early intervention strategies;
- demonstrate understanding of support systems for infants and young children with developmental disabilities involving education, health and family;
- develop a model for practice that can be incorporated into the context of their working environment;
- demonstrate an advanced understanding of techniques applicable to their own research in the field of developmental disorders in infants and young children;
- evaluate critically current issues and research in the field of developmental disorders.

Teaching methods

Delivery typeNumberLength hoursStudent hours
Lecture122.0024.00
Tutorial20.501.00
Private study hours275.00
Total Contact hours25.00
Total hours (100hr per 10 credits)300.00

Private study

Private study and independent learning will include preparation for lectures & seminars. Students will regularly be given specific reading tasks, research tasks to prepare.

Private study time will also include preparing the assignment for the module.

Opportunities for Formative Feedback

The progress of students will be monitored by seminar papers for group activities, tasks which assess understanding of core reading and oral contributions to small group and whole session group discussions.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
Essay6,000 words100.00
Total percentage (Assessment Coursework)100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 27/01/2015

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