Unit name | Atypical Development |
---|---|
Unit code | EDUC30043 |
Credit points | 20 |
Level of study | H/6 |
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
Unit director | Dr. Sedgewick |
Open unit status | Not open |
Pre-requisites |
Introduction to Psychology in Education |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit will build on work from Years 1 and 2 to provide an analysis of the nature, origins, developmental courses and treatment of atypical development throughout childhood and adolescence. The module will use a variety of methods including lectures and small group discussions. The students will be expected to play an active part during the sessions and do such preparatory reading as is recommended. It will cover the following areas:
- Atypical developmental trajectories - Theoretical models of atypicality - Rick and resilience factors - Visual and hearing impairments - Communication disorders - Eating disorders - Trauma and addiction - Internalising and externalising disordersUnit Aims
development
For students to critically engage with a range of forms of atypical
development often present in educational settings
qualitative research on the topic of atypical development, and to produce a
research report on that work in line with discipline standards
Upon successful completion of this unit, the student will demonstrate an understanding of:
A mixture of lectures and seminars will be offered, with synchronous and asynchronous components.
Formative Assessment
Research Proposal (500 words) - Students will bring a research proposal outline to the seminar in Week 4. They will receive peer feedback in small groups, and will have the opportunity to get one-to-one feedback from the lecturers on their proposal. Summative Assessment 2 - ILOs 1, 2, 3, 4 - 100% Research report (3500 words)- Students will write a 3500 word qualitative research report, presenting original data they have collected during the course of the unit (mostly supported through seminars). They will be expected to follow discipline standards (e.g. APA referencing and formatting) and show an ability to synthesise theory, other research, and their own findings in the manner expected of an academic paper.