PSY3041 : Sensation & Perception in Atypical Development
- Offered for Year: 2019/20
- Module Leader(s): Mrs Tascha Clapperton
- Lecturer: Professor Gwyneth Doherty-Sneddon
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||10|
To introduce students to the research area of atypical sensory processing.
To guide students in developing knowledge and insight into the various approaches to understanding sensory integration.
To encourage critical evaluation of the main research methods used to assess sensory processing difficulties.
Take an interdisciplinary approach – as research into sensory processing in atypical development involves developmental, social and neurological perspectives.
Outline Of Syllabus
The module begins with a general overview of sensory processing in typical development. We then move on to explore differences in sensory processing in atypical development, specifically in autism and Attention Deficit Hyperactivity Disorder (ADHD). We will evaluate the social, developmental and perceptual consequences of various sensory difficulties experienced by particular clinical groups, and the different methods of assessment. We will also consider different therapies currently available to individuals with sensory difficulties. Finally, using knowledge of the sensory processing difficulties of clinical groups, students will work in groups to design a tool / learning resource to help alleviate sensory difficulties or improvement sensory integration.
|Guided Independent Study||Assessment preparation and completion||10||4:00||40:00||Reading around lectures each week|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||5:00||5:00||Preparing and writing trial essay for exam|
|Guided Independent Study||Assessment preparation and completion||1||21:00||21:00||Preparing for the final examination|
|Scheduled Learning And Teaching Activities||Small group teaching||12||1:00||12:00||Seminars on lecture topics. Guide group task ideas for tool design.|
|Guided Independent Study||Student-led group activity||1||10:00||10:00||Preparing student poster presentations|
Teaching Rationale And Relationship
Teaching Rationale and Relationship
The early weeks of teaching will be double lectures from the module leader. We then move to a series of weeks with a balance of occasional single lectures and student-led seminars. Student small groups (3-4 in each) will develop a tool / learning resource or intervention based on the theoretical knowledge of sensory processing difficulties.
The module leader will introduce the main topic areas, and will set the students tasks of integrating material across different approaches. Interactive discussion will aid them in developing their ideas for designing a tool / resource, and in preparation for their poster presentations. The poster presentation, which will form 30% of the assessed component of the module evaluation, will be an important means of testing the knowledge and skills outcomes for this module.
Private and self-study is encouraged to think critically about published research exploring typical and atypical sensory processing and assessment of sensory difficulties
The format of resits will be determined by the Board of Examiners
|Written Examination||120||2||A||70||Unseen exam (answer 2 essay questions from choice of 5) – see further comments below|
|Poster||2||M||30||15-20 minute oral presentation (length dependent upon student numbers) – see further comments below|
Assessment Rationale And Relationship
Assessment Rationale And Relationship
Unseen examination (answer two essay-based exam questions from choice of five. All questions will be set to require use of material beyond a single lecture delivered by the Module leader to gain a high mark)
The poster presentation will be by a small group of students (3-4)
Assessment of each individual student will be marked as poor (35), satisfactory (45), good (55), very good (65), excellent (75) on:
Personal presentation style and poster format; quality of content; originality of tool design; contribution to the group (assessed in addition with a peer contribution form).
A single categorical mark per student will be derived from these scores and will comprise 30% of the module assessment.
Assessment rationale and relationship:
The poster presentation will partially assess knowledge outcomes and significantly assess the skills outcomes – synthesising information, innovation through design, research of current literature, team working, communication and presentation skills. The unseen examination will mainly assess the knowledge outcomes.
These methods of assessment (an exam plus poster presentation) support student learning by encouraging wider reading / critical analysis skills and assimilation of arguments based on theory and evidence.
FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Christmas vacation. Coursework with submissions dates after the Christmas vacation will either be submitted at an earlier date or at the same time remotely.
The form of assessment will not vary from the original.