2024/25 Undergraduate Module Catalogue

EDUC3042 Supporting Learning in Children with Additional Needs

20 creditsClass Size: 70

Module manager: Dr Kimberly Petersen
Email: K.Petersen@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

This module is not approved as a discovery module

Module summary

This module acknowledges that the development of children varies and, in some instances, is regarded as atypical. It will cover the developmental trajectories of cognitive, emotional and social skills in a number of atypical profiles, and you will consider whether these are quantitatively or qualitatively different from typical developmental profiles. You will be introduced to examples of the theoretical and methodological approaches currently used to explore and analyse atypical development in learning and cognition. A number of key themes in the area including 'labelling', the nature of diagnosis and assessment, and issues of co-morbidity (the co-occurrence of different profiles such as dyslexia and Developmental coordination disorder) will be critically considered. Through the analysis of research evidence, you will evaluate approaches to intervention which have been adopted and consider the role of biological, cognitive and environmental risk factors across the developmental timeframe.Key ideas will be introduced in lectures, whilst skills of critical analysis will be developed through independent reading and on-line activity. Through this module, you will develop a good understanding of the methods, including complex interventions, randomised controlled trials and single case studies, which have been used to study atypical development and the associated interventions.

Objectives

Aim: To examine current understanding of the nature of developmental disorders of learning and cognition.

The objectives of the module are to enable students to:
- Understand the methods used to investigate developmental disorders of learning and cognition
- Evaluate current research findings concerning developmental disorders of learning and cognition
- Gain insight into the key theoretical approaches of atypical development
- Explore and evaluate the role of biological, cognitive and environmental risk factors across the developmental timeframe and consider issues of definition, labelling and co-morbidity

Learning outcomes
On completion of this module students will
- Display a broad understanding of the range of concepts, information and professional expertise relevant to developmental disorders of learning and cognition
- Show an increased understanding of the approaches to assessment, identification and intervention strategies for children with developmental disorders
- Display an in-depth understanding of the evidence for the nature, diagnosis, assessment and intervention of developmental disorders and how to provide the best possible support for children with these disorders.

On completion of this module students should have developed skills in:
- Critical evaluation of relevant and recent research
- Independent research into current issues in relation to atypical development

Syllabus

Lectures, reading, VLE activity and the assessment activities will be planned to enhance students' knowledge and understanding of children with developmental disorders of learning and cognition. This module will address key themes, introduce research and highlight theories of intervention and associated methodological approaches. The following themes will be explored during the module.
- An exploration of how knowledge of developmental disorders can inform, and be informed by, theories of 'typical' development
- Key theoretical approaches used to understand developmental disorders of learning and cognition
- The developmental trajectories of cognitive, emotional and social skills in a range of developmental disorders and whether these are quantitatively or qualitatively different from typical development
- The role of biological, cognitive and environmental risk factors across the developmental timeframe
- Issues of definition, labelling and co-morbidity
- Developmental trajectories of a number of the most prevalent atypical patterns of development
- The nature, diagnosis, assessment and identification of developmental disorders and the diversity of intervention strategies that have been developed.

The module will also explore the variety of research designs that are relevant to examining developmental processes – longitudinal and cross-sectional designs, complex intervention designs, randomised controlled trials and single case studies.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	11	2.00	22.00
Seminar	3	1.00	4.00
Private study hours			174.00
Total Contact hours			26.00
Total hours (100hr per 10 credits)			200.00

Private study

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

Private study will be required to complete the assignment and reflective log and to undertake wider reading and research.

Opportunities for Formative Feedback

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

Students will be encouraged to submit a draft/plan prior to the assignment submission which will enable the tutor to give timely feedback which students can act on in their final submission.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Critique	2000 words Critical Review	50.00
Reflective log	2000 words	50.00
Total percentage (Assessment Coursework)		100.00

Assessment will take the form of a Reflective Log and Critical Review

Reading list

The reading list is available from the Library website

Last updated: 29/04/2024 16:13:19

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