ASL402: Autism support across the lifespan Corporate Financial Management Critical Systems Security (CSS) FUNDAMENTAL INTERPERSO…

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ASL 402 Assessment 1 Page 1 of 5
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 ‘person first’ perspective
to analyse and problem solve issues and
challenges associated with autism lifespan
milestones.
2. Identify and describe the community supports an
individual with autism and their carer needs over
the lifespan.
3. Analyse historical and contemporary practices for
supporting individuals with autism 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
Context:
The assessment is prescribed for you to advance your analytical skills, and your knowledge and
understanding of autism and the lived experience of individuals with autism across the lifespan.
The assessment is about the person first perspective of autism in the context of support needs in the
early years of life for individuals and their carers.
This assessment prepares you to apply contemporary practices in the classroom using the person
first perspective of autism, whilst understanding the varying support needs in the early years.
Instructions:
This assessment requires you to critically analyse the case study presented in week 1. You will draw
on literature specific to the early years of autism and apply a person first perspective to discuss the
issues and challenges an individual and their carers face with regard to the range of factors and
varied support needs in day to day living.
ASL 402 Assessment 1 Page 2 of 5
You will need to read broadly about the early years of autism and apply this in relation to the
person first perspective presented in the case. The responses require you to utilise problem solving
skills. You will demonstrate knowledge and understanding of autism whilst using a person first
perspective by comparing and contrasting early years experiences and identify support needs for
both the individual and their carer.
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 first perspective for both the individual and carer, analyse the key issues of
the case.
 Provide a rationale for how the early years experiences can impact an individual with
autism and their carer.
Section 2.
 Synthesise and describe changes and challenges throughout generations through an
individual and carer person first lens.
 Describe the support needs required for the individual and carer using a person first 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.
Submission Instructions:
 Submit the case study response via the Assessment link in the main navigation menu in
ASL 402 Autism support across the lifespan. The Learning Facilitator will provide feedback
via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
ASL 402 Assessment 1 Page 3 of 5
Learning Rubric: Assessment 1
Assessment
Attributes
Fail (Unacceptable)
(Functional) Pass
(Proficient) Credit
(Advanced) Distinction
High Distinction (Exceptional)
Grade
Description
(Grading
Scheme)
Evidence of unsatisfactory
achievement of one or
more of the learning
objectives of the course,
insufficient understanding
of the course content
and/or unsatisfactory level
of skill development.
Evidence of satisfactory
achievement of course
learning objectives, the
development of
relevant skills to a
competent level, and
adequate
interpretation and
critical analysis skills.
Evidence of a good level of
understanding, knowledge
and skill development in
relation to the content of
the course or work of a
superior quality on the
majority of the learning
objectives of the course.
Demonstration of a high
level of interpretation and
critical analysis skills.
Evidence of a high level of
achievement of the
learning objectives of the
course demonstrated in
such areas as
interpretation and critical
analysis, logical argument,
use of methodology and
communication skills.
Evidence of an exceptional
level of achievement of
learning objectives across
the entire content of the
course demonstrated in
such areas as
interpretation and critical
analysis, logical argument,
creativity, originality, use
of methodology and
communication skills.
Knowledge and
understanding
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
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 approaches for 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 first
perspective
Limited synthesis and
analysis.
Limited
application/recommendati
ons based upon analysis.
The relationship
between the shift of
the student
understandings about
autism early years is
demonstrated through
the lens of the person
first perspective.
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 first
perspective from an early
years of life experience.
The reflection demonstrates
a creative, innovative
synthesis of ideas
Academic
conventions
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
ASL 402 Assessment 1 Page 5 of 5
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