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LDN 634: Social and Emotional Supports for Autistic Students

Syllabus

This course is the part of the online professional certificate program in Learning Differences and Neurodiversity (LDN), with a specialization in Autism on Campus and Online offered by Landmark College.

 
Course Description:

As prevalence rates increase and understanding of how to support autistic students improves at primary and middle school levels, increasing numbers of autistic students attend high schools, colleges, and universities. This course will highlight the social-emotional issues faced by autistic students in secondary and post-secondary educational settings. After a general overview of autism, including an exploration of the medical and neurodiversity models, this course will examine developmental challenges faced by autistic adolescents and young adults. The course will address programs and strategies that foster student success, including insights from Landmark College professionals working with autistic students. Specific topics covered include co-occurring conditions, identity, social-emotional support, transitions to adulthood, camouflaging, and issues specific to girls and young women. Course participants will explore practical applications of the theoretical constructs and models in autism to their own educational environments.


Format:

This is an 8-week online course. Each week is a module which includes a variety of resources, readings, online discussions, and multi-media activities designed to engage participants in the course content. The course also includes 6 weekly online Conferences (aka “synchronous sessions”) scheduled primarily in the evenings (Eastern Time). We will make every attempt to accommodate individual schedules, but participants should plan on attending at least 5 of the 6 conference sessions. The course uses Canvas as its learning management system. If you’re not familiar with Canvas or online course formats, there is a link to a set of tutorials on using Canvas available on the homepage of the course (once you log in).

Graduate Credit:

Three graduate credits will be awarded per course for students achieving a grade of 80% or greater.

Course Objectives:

The course objectives align with professional standards in the field of learning disabilities, specifically the standards for special educators established by the Council for Exceptional Children (CEC). We have chosen to align to the “Advanced” set of Preparation Standards, as this higher-level set of standards more closely matches the level of content and expertise required of a graduate level course in the field. The CEC Advanced Preparation Standards are linked here.

 

Course Learning Objectives

Upon completion of this course, participants will be able to:
CEC Advanced Preparation Standard
1. Explain the different features of autism spectrum disorder and general strengths and challenges experienced by adolescents and emerging adults with this condition. 1.2, 5.2, 5.3
2. Describe the history of autism. 6.1
3. Understand the difference between a neurodiversity approach and a medical approach to autism. 7.1
4. Understand the developmental processes and concerns specific to adolescents and young adult autistics. 6.3
5. Understand issues of intersectionality that affect autistic students (including consideration of gender differences in the presentation of autism and how cultural differences can influence understanding of autism). 2.3, 3.2, 6.3, 7.3
6. Understand examples of support programs for autistic college and university students. 2.1, 3.3, 5.4, 7.2

 

Module Format

Each module will follow a similar format:

  1. Objectives—Each Module will start by articulating the objectives for that Module. The objectives will list anticipated learning of the topics that will be addressed in each Module.
  2. Activators [Graded]—These are designed to help to create a community of learners within this course, to understand each other’s perspectives, and to engage in a discourse. Activators will be posed at the start of each module as a query or a scenario to get us thinking about the topic as a group. You will post your own insights, observations, and respond to at least two other posts.
  3. Learning Activities—Learning Activities serve as instructional content for the module topics. Examples of content include viewing instructor narrated PowerPoint slides, reading academic and “popular press” style articles, viewing videos from Landmark College and external experts, and more.
  4. Conferences [Graded]—Conferences are the synchronous meeting portion of the course. During this time, we will address queries and points to ponder for discussion with the instructor and your fellow course mates. These live discussions will be hosted via Canvas Conference tool.
  5. Challenges [Graded]—Challenges are activities meant to synthesize what you have learned in each module and apply to your specific educational environment.
  6. Additional Resources—A resource repository on Social Emotional Support for Autistic Students will be created and added to by all members of this learning community. Recommendations to this forum is not graded, but regular contributions to this section can result in 5 extra grade points for the course.


In general, a new module will be made available every Friday; responses to the Activators prompts are due by Wednesday to facilitate group discussion, with Challenges to be completed by the following Sunday evening (i.e., nine days after the module opens).

Course Outline and Schedule:

The following provides and outline of the course modules (weeks) and sub-topics within each module, along with key dates.

Module 1 Introductory Matters and General Overview of Autism
  • Self-introductions by students and instructor(s)
  • What is autism?
  • History, prevalence, risk factors
  • Understanding “the spectrum”
  • Using language
Activator 1 due
Challenge 1 due
Module 2 Theories, Diagnosis, and Co-occurring Conditions
  • Diagnosis
  • Co-occurring conditions
  • Three theories—the positive triad
Activator 2 due
Conference Week 2
Challenge 2 due
Module 3 Social and Emotional Challenges
  • Social challenges and differences
  • Monotropic mindset
  • Pragmatics
Activator 3 due
Conference Week 3
Challenge 3 due
Module 4 Transition to Adulthood & Identity Development
  • Theories of identity development
  • Autism and identity
  • Creating a supportive environment
Activator 4 due
Conference Week 4
Challenge 4 question due
Module 5
Extended to accommodate for the holidays
Intersectionality and Gender
  • Issues related to gender
  • Intersectionality
  • Relationships
Activator 5 due
Conference Week 5
Challenge 5 question due
Module 6 Transition to College
  • Autism and anxiety
  • The changing role of parents
  • Orientation
  • Case vignettes
Activator 6 due, 1/6
Conference Week 6
Challenge 6 question due
Module 7 Community Standards and Controversies
  • Code of Conduct
  • Conflict resolution
  • Restorative justice
  • Case vignettes
  • Controversies
Activator 7 due
Conference Week 7
Challenge 7 due
Module 8 Wrap-up and Future Directions
  • Future directions
  • Work on Final Projects
  • Course Evaluation
Final Project due

Learn more about Landmark College’s certificate program in Learning Differences and Neurodiversity 


Certificate Program Overview

Course Descriptions

Certificate Program Pricing & FAQ

 

 

Still have questions? Give us a call or email us at:

Landmark College Institute for Research and Training
(802) 387-1662
[email protected]

 

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