ASL402 Autism Support Across Lifespan Assessment:
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ASSESSMENT BRIEF 1 Subject Code and Title ASL402: Autism Support Across the Lifespan Assessment Case Study Individual/Group Individual Length 2,000 equivalent (+/-10%) Learning Outcomes 1. Understand and apply a ‘perso-centred approach’ to analyze and problem solve issues and challenges associated with autism spectrum disorder lifespan milestones. 2. Identify and describe the community supports needs over the lifespan for both the autistic individual and their carer. 3. Analyze historical and contemporary practices for supporting Autistic individuals and their carers across the lifespan. 4. Demonstrate research and communication skills for post graduate level. Submission By 11:55pm AEST/AEDT Sunday of Module 2 (week 4) Weighting 30% Total Marks 100 marks
Assessment: The assessment is prescribed for you to advance your analytical skills, and your knowledge and understanding of autism spectrum disorder and the lived experience of Autistic individuals across the lifespan.
Context: The assessment is about the person-centered approach in the context of support needs for autistic individuals and their careers, in the early years of life. This assessment prepares you to apply evidenced based contemporary best-practice in the classroom using the person centered approach, whilst understanding the varying individual support needs in the early years.
Instructions: This assessment requires you to critically analyze the case study presented in week 1. You will draw on literature specific to the early years of autism spectrum disorder and apply a person-centered approach to discuss the issues and challenges for an Autistic individual and their carers regarding the range of factors and varied support required for successful day to day living. You will need to read broadly about the early years of autism and apply this in relation to the person centered approach presented in the case. The responses require you to utilize problem solvingskills. You will demonstrate knowledge and understanding of autism whilst using a person centered approach by comparing and contrasting early year’s experiences and identify support needs for both the individual and their career.
The case study structure response should include the following:
Section 1.
- Introduce the case.
- Discuss the development of early years support knowledge in autism.
- Using a person centered approach for both the individual and career, analyze the key issues of the case.
- Provide a rationale for how the early years experiences can impact an individual with autism and their career.
- Synthesize and describe changes and challenges throughout generations through an individual and career person first lens.
- Describe the support needs required for the individual and carer using a person centered lens in relation to the early years
Section 3.
- Reflect on the impact of the changes in generational knowledge and practice covered in the course so far.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts.
Special Consideration To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Special Consideration form to your Learning Facilitator.
Submission Instructions: Submit the case study response via the Assessment link in the main navigation menu in ASL 402 Autism: Contemporary Practices. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades
Learning Rubric: Assessment 1 Assessment Attributes Fail (Unacceptable) Pass (Functional) Credit (Proficient) Distinction (Advanced) High Distinction (Exceptional) Evidence of unsatisfactory Evidence of satisfactory Evidence of a good level of Evidence of a high level of Evidence of an exceptional achievement of one or achievement of course understanding, knowledge achievement of the level of achievement of more of the learning learning objectives, the and skill development in learning objectives of the learning objectives across objectives of the course, development of relation to the content of course demonstrated in the entire content of the Grade insufficient understanding relevant skills to a the course or work of a such areas as course demonstrated in Description of the course content competent level, and superior quality on the interpretation and critical such areas as (Grading and/or unsatisfactory level adequate majority of the learning analysis, logical argument, interpretation and critical Scheme) of skill development. interpretation and objectives of the course. use of methodology and analysis, logical argument, critical analysis skills. Demonstration of a high communication skills. creativity, originality, use level of interpretation and of methodology and critical analysis skills. communication skills. Knowledge and understanding 30% Limited understanding of required concepts and knowledge Key components of the assignment are not addressed. The response identifies early years of life perspectives of autism and identifies experiences and support needs of the person with autism and their carers.
The response demonstrates an in-depth understanding of historical and contemporary practices for early years of life support. The response demonstrates a high order analysis of own and others’ biases, prejudices and assumptions in relation to the early years of life practices. Comprehensive reflection and coverage of autism integrating the importance of lived experience understanding and support in the context of early years of life practices. ASL 402 Assessment 1 Page 4 of 5 Critical reflection 30% Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified.
The response demonstrates a capacity to critique and analyse reasons for current views about autism in relation to the early years. The use of critical analysis of both the historical and contemporary practices for autism early years support in relation to the person first approach. Using the person first approach, a thorough demonstration of the support approachesfor an individual with autism and their carers from the perspective of early years practices. Specific perspective is presented imaginatively and accurately taking in to account the complexity of autism. Capacity to apply a person-centred approach 30% Limited synthesis and analysis. Limited application/recommendati onbased upon analysis. The relationship between the shift of the student understandings about autism early years is demonstrated through the lens of the person[1]centred approach. There is clear identification and understanding of the support required for individuals and their carers in the early years of life practices.
The response demonstrates a highly developed capacity to integrate person centered approach from an earlyyears of life experience. The reflection demonstrates a creative, innovative synthesis of ideas Academic conventions 10% Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. The response is written according to academic genre. The response demonstrates a consistent use of credible and relevant research sources to support ideas, however these are not always well developed. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of good quality, credible and relevant research sources to support and develop ideas. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of high quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading. There are no mistakes with APA ASL 402
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