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Developmental Disorders of Communication & Learning - CED00094C

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  • Department: Centre for Lifelong Learning
  • Module co-ordinator: Miss Natasha Baxter
  • Credit value: 10 credits
  • Credit level: C
  • Academic year of delivery: 2022-23

Module summary

This module takes a developmental approach to common disorders of language and learning. By outlining the course of typical cognitive development, the learning differences associated with dyslexia, dyscalculia, ADHD, developmental coordination disorder and autism will be set in context. The impact of these disorders both on children’s ability to access learning at school and on their socio-emotional wellbeing will be explored, alongside issues of identification, diagnosis and labelling. Students will be encouraged to debate difficult issues surrounding terminology, treatment programmes and stereotyping.

Module will run

Occurrence Teaching period
A Summer Term 2022-23

Module aims

This module aims to:

  • Provide an introduction to a range of developmental disorders which affect language and learning, including autism, attention deficit hyperactivity disorder (ADHD), and dyslexia.
  • Present issues of causation, diagnosis and intervention.
  • Give students an opportunity to develop critical thinking and study skills.

Module learning outcomes

Upon successful completion of the module, students will be able to:

  • Demonstrate an understanding of the key difficulties experienced by children with a range of developmental disorders.
  • Describe some research methods used in the study of developmental disorders.
  • Contribute to debate around the diagnosis of young children.
  • Evaluate evidence on the effectiveness of intervention programmes for children with developmental disorders of communication and learning.

Indicative assessment

Task Length % of module mark
Essay/coursework
Essay		 N/A 100

Special assessment rules

None

Indicative reassessment

Task Length % of module mark
Essay/coursework
Essay		 N/A 100

Module feedback

The tutor will give regular individual verbal and written feedback throughout the module on work submitted.

The assessment feedback is as per the university’s guidelines with regard to timings.

Indicative reading

  • Frith, U. (2003). Autism: Explaining the enigma. (2nd edn). Oxford: Blackwell
  • Garton, A.F. (2004). Exploring cognitive development: The child as problem solver. Oxford: Blackwell Publishing Limited.
  • Hulme, C. and Snowling, M. (2008). Developmental disorders of language learning and cognition. Oxford: Wiley-Blackwell.
  • Schaffer, H.R. (2003). Introducing Child Psychology. Oxford: Blackwell.
  • Snowling, M. (2000). Dyslexia. (2nd edn). Oxford: Blackwell.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.