Last modified: 06 Aug 2025 14:46
Participants will examine neurodiversity not as a deficit, but as the breadth of human functioning and learn how neurodiversity is defined in theory, research and practice. Through reading, discussion & reflection, participants will respectfully problematise several models of disability and strive to cultivate an intersectional perspective on educational approaches for pupils who ‘think differently’. Students will also consider how neuro-normativity has shaped the educational context.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | First Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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Course Structure
Neurodiversity is a concept which requires thoughtful engagement and critical consideration. It refers to variations in cognition, sociability and behaviour, as well as neural states such as attention, arousal, and mood. The study of neurodiversity provides a practitioners with a framework for
Course Aims
By the end of this course, students should be able to critically evaluate how the changing understanding of neurodiversity transects standard approaches to diagnosis, intervention, and support. Participants will be exposed to current research relating to neurodiversity & learning and will be encouraged to consider the broader implications of neurodiversity in professional spaces. Students will learn alongside other professionals to bring together different perspectives on learning for all, which will help provide added awareness of how research informs policy and practice for neurodiversity in education and other professions.
Participants will engage in evidence-based research that improves their ability to critically reflect upon their own professional practice in the field of inclusive education. This process will encourage students to synthesize the critical knowledge and skills necessary to develop the relationships required to improve educational and professional outcomes.
This is an online taught master’s level course carrying 30 Credits at SCQF Level 11. This course can contribute to the Postgraduate Certificate or the Postgraduate Diploma, or it can be taken as a stand-alone course. Participants should have access to an educational establishment for the purposes of undertaking the assessment task.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 20,21 | Feedback Weeks | 24,25 | |
| Feedback |
The final assignment is a 6000-word essay. The use of key theory and literature should support the writing throughout the assignment. practitioners are asked to make an impactful change to practice aimed at developing an aspect of the curriculum within their setting. The focus need not be on the formal curriculum and does not need to be focused within the classroom but should impact practice. Additionally, in collaboration with colleagues, students must plan, implement and evaluate the enquiry. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Evaluate | Critically evaluate approaches to educating neurodivergent learners. |
| Conceptual | Understand | Articulate the theoretical principles of neurodiversity and identity key aspects to support and develop professional practice. |
| Conceptual | Understand | Explore the historical, societal, and theoretical perspectives on neurodiversity and communicate the importance of moving from a deficit-based to a strengths-based approach. |
| Reflection | Create | Reflect on a small-scale, impactful change to practice to demonstrate the application of strategies and approaches for educating neurodiverse learners. |
| Reflection | Evaluate | Evaluate literature and policy to articulate the connection between neurodiversity and inclusive practice and the impact this has on practice. |
| Assessment Type | Formative | Weighting | 0 | |
|---|---|---|---|---|
| Assessment Weeks | 12,13 | Feedback Weeks | 13,14 | |
| Feedback |
Written Feedback by 31 Oct 2025. |
Word Count | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Articulate the theoretical principles of neurodiversity and identity key aspects to support and develop professional practice. |
| Conceptual | Understand | Explore the historical, societal, and theoretical perspectives on neurodiversity and communicate the importance of moving from a deficit-based to a strengths-based approach. |
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 28,29 | Feedback Weeks | 31,32 | |
| Feedback |
Written feedback. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Articulate the theoretical principles of neurodiversity and identity key aspects to support and develop professional practice. |
| Conceptual | Understand | Explore the historical, societal, and theoretical perspectives on neurodiversity and communicate the importance of moving from a deficit-based to a strengths-based approach. |
| Reflection | Evaluate | Evaluate literature and policy to articulate the connection between neurodiversity and inclusive practice and the impact this has on practice. |
| Conceptual | Evaluate | Critically evaluate approaches to educating neurodivergent learners. |
| Reflection | Create | Reflect on a small-scale, impactful change to practice to demonstrate the application of strategies and approaches for educating neurodiverse learners. |
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