Autism Spectrum Conditions at Real Training - UCAS

Real Training

Degree level: Postgraduate
Awarded by: Middlesex University

Autism Spectrum Conditions (Taught)

There are other course options available which may have a different vacancy status or entry requirements – view the full list of options

Course summary

Autism Spectrum Conditions – Skills & Knowledge Module leader: Dr Sue Sheppard - senior specialist educational psychologist in autism. Start dates: 15 January, 15 May and 15 September every year. Time required to complete this course: You will have up to 12 months to complete the module via our online learning platform - Campus Online. Progress your studies: This Level 7 module will provide you with 30 credits toward a Postgraduate Certificate (PGCert), a Diploma (PGDip) or Master of Education (MEd) on our SEND and Inclusion programme. How you will benefit

  • Understand how theory, research and knowledge impact educational policy and practice for those with autism.
  • Grasp the concepts and history of autism and the autism spectrum.
  • Become familiar with the approaches and interventions that support learners with autism.
  • Evaluate autism in light of the latest literature and research.
  • Identify links between autism concepts and individual needs in your setting.
  • Isolate and analyse the factors that shape educational practice and policy for your students with autism.
Entry requirements
  • You must hold an undergraduate degree.
  • You have to be employed & working in an education setting, ideally as a teacher.
Dr Sue Sheppard would also like to note the following:
  • To complete this module, and to get the best learning from it, you need to be:
  • Able to work with a student for a short period in a fairly intensive way.
  • Able to devise a profiling tool based on samples given, then use it with a student. It will involve collating relevant information from stakeholders and access to files.
  • Ideally able to work with parents or any other professionals involved in a student’s programme.
  • Able to audit a setting to evaluate their progress to meet the needs of students with ASD and draw up action plans.
  • If working in FE and HE, able to engage with students to give consent for previous information to be shared and agree on collaboration with stakeholders.


The module is split into four strands. Each strand – with the exception of strand four – consists of a series of learning experiences (LEs). These LEs frame your study through a broad range of practical activities. Strand one: Personal perspectives and profiling the individual Explore your setting by considering the personal perspectives on the management and support of learners diagnosed as being on the autism spectrum – including carers and other professionals involved in supporting them. Consider the personal accounts of individuals affected by autism and investigate the experience of colleagues in your setting who work with learners with autism. You will also reflect on the history and development of the concept of autism and the autism spectrum. Choose a learner in your setting to become the focus of this strand’s profiling activities. You will bring your colleagues on board and liaise closely with them during the process. Develop a profiling framework to put together a rich picture of the case history and the current interventions that are in place for the focus learner. You will then analyse the information that you have gathered in relation to the dominant psychological models of autism spectrum conditions. By summarising the distinct areas of need that you have identified, you will create future intervention strategies for your focus learner. Bringing together the notes that you have made, you will write your first critical analysis assignment draft (3,000 words). Strand two: Exploring practice and policy in your setting Using the information that you have gathered from looking at a particular individual in the first strand, you will use the Autism Education Trust (AET) National Autism Standards for Schools and Educational Setting framework to consider the impact of systemic organisation and approaches within a setting. You will then visit an ASC specialist provision and consider that setting through selected aspects of the AET framework. You will then carry out an audit using aspects of the AET framework to support your analysis. Following this, you will draft appropriate strategies that you believe will improve the rating of your setting against the specified standards that you have chosen. Finally, you will combine the information gathered, the audit and the proposed next steps action plan into a report that you will discuss with your manager/head teacher. Your discussion, report, and plan will form the basis of the next assignment that you will complete at the end of strand three. Strand three: Developing an action plan for change At this point, you will bring together all of your work so far. The essential question being: What will you have learned about your setting in light of the current research evidence on the effectiveness of Autism Spectrum Conditions provision and the range of interventions available? You will then create a research and provision map relating interventions in your setting to the research base. You will bring this together with the data that you gathered during your audit and draft the next steps for your setting and on a personal, professional level. Discuss the resulting report with your manager/headteacher and create a personal and systemic action plan for change for those with autism spectrum disorders in your setting. Produce a report and plan that will be the foundation of your next critical analysis piece (3,000 words). Strand four: Submitting your final assignments You will submit your final e-portfolio of work (critical analysis one and critical analysis two), it will be marked and the grades will be submitted to the Assessment Board.

Assessment method

Continuous assessment is an integral part of the course. Written assessment, self-assessment, supervisor assessment, questionnaires, and reflective learning logs will help you to understand the principles and the practice in a supportive online environment. Campus OnlineTM is a state-of-the-art learning platform and we encourage feedback. We will do everything possible to help you develop. Clear, easy to understand, learning experiences will guide you every step of the way. You will need to complete the following assignments as part of your assessment: Critical analysis one (3,000 words or equivalent): Write an essay entitled: The history of autism and the emergence of the autism spectrum – with a primary focus on children and young people. Critical analysis two (3,000 words or equivalent): Write an essay entitled: The features of good/effective educational policy and practice in supporting the needs of children and young people in schools with reference to theory and research.

How to apply

International applicants

This course is available online and can be completed anywhere in the world. Please visit this page on our website - - for advice on payment options and other information relevant to education professionals working outside the UK.

Entry requirements

Entry requirements - You must hold an undergraduate degree. - You have to be employed & working in an education setting, ideally as a teacher.

Fees and funding

Tuition fees

England £1495 Module
Northern Ireland £1495 Module
Scotland £1495 Module
Wales £1495 Module

Additional fee information

No additional fees or cost information has been supplied for this course, please contact the provider directly.

Sponsorship information

Real Training does not qualify for any sponsorships or funding. We offer the option to pay for our modules in instalments of either 1, 3 or 10. Please get in touch if you would like to discuss this further.

Autism Spectrum Conditions at Real Training - UCAS