| Unit name | Divergence or disorder? Examining assumptions about child development |
|---|---|
| Unit code | EDUC30056 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Hoicka |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit builds on learning from Years 1 and 2 to explore the different ways in which differences traditionally seen as ‘disorders’ are being discussed and debated in modern psychology and education With theoretical and societal moves towards recognising and accepting diversity and divergence, established views of developmental differences as disordered and requiring particular types of intervention are changing. We will look at this change over time, engage with current debates in the field, and consider emerging forms of developmental differences which are likely to impact children and young people moving forwards. We will also consider the implications of these approaches in current educational practices.
The module will use a variety of methods to achieve these goals, such as lecture, small group discussions, and case studies. Students are expected to play an active part in the sessions, and to do the assigned preparatory reading. The course will cover the following areas:
The unit builds on learning about developmental psychology from Years 1 and 2, and brings in considerations of practice, linking with lessons learned in the second year placement unit.
The course will cover the following areas:
By the end of the course, students will have the ability to take a much more critical and nuanced approach to common diagnostic labels such as ADHD, autism, and mental health conditions – all of which they are likely to encounter in professional practice following graduation.
Learning Outcomes
Upon successful completion of the unit, students will be able to:
The unit is based around one two-hour lecture and one one-hour seminar per week. In these classes there will be a variety of teaching styles, including discussions, group work, case studies, and traditional delivered content. The classes are all interactive with a strong reflective element, and links to professional practice are embedded throughout.
Formative: Five minute group presentation about the rationale and plans for the research project. This acts as a verbal research proposal and is an opportunity to get oral feedback from the staff and their peers.
Summative: 3000 word research report on qualitatively analysed secondary data (100%). Analysis can be conducted individually or in a group, but the report is individual. (ILOs 1-4)
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC30056).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
