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PGCert Autism Spectrum Conditions and Learning
Course overview
| Qualification | Postgraduate Certificate |
| Study mode | Part-time |
| Duration | 1 year |
| Intakes | September |
| Tuition (Local students) | ₹ 110,252 |
| Tuition (Foreign students) | ₹ 206,525 |
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Admissions
Intakes
Fees
Tuition
- ₹ 110,252
- Local students
- ₹ 206,525
- Foreign students
Estimated cost as reported by the Institution.
Application
- Data not available
- Local students
- Data not available
- Foreign students
Student Visa
- Data not available
- Foreign students
Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the Institution and EasyUni reserve the right to make amendments to any information contained in this website without prior notice. The Institution and EasyUni accept no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website.
Entry Requirements
- Degree: Minimum 2.2 Honours in any discipline.
Note: We would normally expect you to have Grade C in GCSE English and Maths.
English Language Requirements:
- Overall IELTS 6.5 with a minimum of 6.0 in Writing, Speaking, Reading and Listening (or recognised equivalent).
Curriculum
This course is relevant to both mainstream and specialist settings. The aim is to help teachers and other professionals respond effectively to the needs of pupils with autism spectrum conditions (ASC).
The two modules you will study cover theories of inclusion, how to make inclusion work for pupils with ASC, current research into causes of ASC, how children and young people with ASC experience the world, and the impact of this on education.
You will also explore a range of strategies to support learning and consider best practice.
Throughout the course, you will be helped to develop a critical understanding of theory alongside the practical knowledge you will gain.
You will be encouraged to make links between theory and your own practice, and become a reflective practitioner who is able to think proactively and strategically about provision for pupils with special and additional learning needs.