Autism Studies

Key Features:

Mary Immaculate is a College of Education and the Liberal Arts and has been providing teacher education since 1898. Mary Immaculate has considerable experience and expertise in the provision of teacher education in the area of Special and Inclusive Education including autism. The College’s Department of Educational Psychology, Inclusive and Special Education is led by Dr Jennifer McMahon.



Middletown Centre for Autism is funded by the Department of Education and Skills and the Department of Education in Northern Ireland to promote excellence in the education of people with autism. As such, the Centre works on a referral basis with children who have complex needs in school and the Centre is one of the main providers of training for parents and educational professionals on the island of Ireland.



Graduate Certificate in Autism Studies



The one-year Level 9 Graduate Certificate in Autism Studies (GCAS) is designed to provide students with an in-depth understanding of autism and explores overlapping areas from experiential, educational and supportive perspectives.



Graduate Diploma in Autism Studies



The one-year Level 9 Graduate Diploma in Autism Studies (GDAS) is designed to provide students with an in-depth understanding of research methods and current topics in autism research. This unique programme combines training and teaching in practical research methods, the impact of research on current practices, and the opportunity to complete a project incorporating a practical model for reflection on practice.



MA in Autism Studies - Due to run Academic Year 2024-2025



The one-year Level 9 MA in Autism Studies is designed to equip students with the requisite knowledge and skills to design and conduct an empirical study on a topic within the field of autism studies. Students will develop expertise in research design, data collection, and analysis, and will demonstrate the capacity to interpret and critique research findings in the context of policy, practice, and research.



The live component of the programmes will be delivered on campus in MIC and online. Programme timetables will be made available to students in advance of the academic year. Students will also be required to engage weekly with a range of research papers, podcasts, videos and reflective exercises as part of the programme. The online content is delivered through, and supported by, Mary Immaculate College’s Moodle platform.



Graduate Certificate in Autism Studies

Understanding the Lived Autistic Experiences: The aim of this module is to provide students with a comprehensive overview of autism. This will include how autism presents and is diagnosed, both in adults and children; the core challenges associated with autism and how these impact on the child and the adult; additional difficulties that people with autism can experience; how autism interfaces with other difficulties. Students will explore the importance of understanding these differences when supporting an autistic individual.



Visual Learning and Environmental Support for Autistic People: The aim of this module is to provide students with the theory and practical application of the use of structure and visual teaching strategies for children and young people with autism across learning environments. Participants will gain practical knowledge and an understanding of the theory and research that supports this practice. This will result in a set of core competencies, as well as practical experience in the development of resources that support the thinking and learning style of individuals with autism.



Understanding Behaviour and Sensory Processing: The aim of this module is to provide students with an increased understanding of the positive strategies that can be implemented to support an autistic person. This will include consideration of the particular sensory processing differences that autistic people may experience. It will also include an introductory overview of the neural mechanisms that modulate sensory input, the presentation of sensory processing differences and strategies that can be used to support autistic people who experience sensory processing differences. Participants will learn the importance of analysing the environment and adapting it to enable an autistic person enjoy meaningful participation in the events or activities being offered.



Supporting Anxiety for Autistic People: The aim of this module is to provide participants with an overview of the relationship between autism and anxiety. This will involve a review of how the core features of autism can trigger an anxiety response; an examination of a model of the anxiety process and a comprehensive appraisal of current anxiety management strategies. This is all delivered within the context of current research and best practice in the area of autism and anxiety management.



Graduate Diploma in Autism Studies

Autism Research and Practice: The aim of this module is to provide students with an overview of the key research-based milestones in autism and how research has and continues to change practice and developing our understanding of Autism. This module will encourage students to create a culture of research into practice and students will explore other research trends.



Research Methods: This module will introduce students to research methodology, such as qualitative, quantitative and mixed methods of research. This module will focus on developing research skills and conducting desk-based research using a review of relevant literature. This process is an essential pre-requisite to students conducting their own research project involving a review of literature in the second semester of the programme.



Research in Autism: This module will teach students the process of reflective practice and enable students to complete a review of relevant literature on a topic of interest to them in autism. This process is intended to prepare students to pursue further study and research within the field of autism studies, whilst also bridging the gap between research and practice.



MA in Autism Studies

Principles and Practices of Research: The aim of this module is for students to develop the range of skills required to conduct a research project which both rigorous and inclusive, in that it expressly addresses the needs and interests of the autism community. Students will develop their ability to interrogate a range of literature and policy, and to develop a research question which is relevant and meaningful to contemporary discourse in autism research. Students will gain familiarity with a range of research methodologies, both qualitative and quantitative, and will develop a critical understanding of the research process. Students will join with other Masters' students to develop their ability to interrogate a range of literature and policy, and develop a research question that is relevant.



Dissertation Modules 1 and 2: Within these modules, students will design and conduct an empirical research project on a topic of their choosing. Students will work under the close supervision of faculty from Mary Immaculate College and/or Middletown Center for Autism, and will receive mentoring and feedback on an ongoing basis. These modules include workshops, discussion sessions, and lectures, alongside supervision.



Assessment Modes

Students will be required to engage weekly with a range of content (e.g. lectures, readings, videos, etc.). The online content is delivered through and supported by MIC’s Moodle platform. All students will be enrolled as students of Mary Immaculate College and will be required to complete formal assessment prior to the award of the Graduate Certificate, Graduate Diploma, and MA in Autism Studies. Successful completion of each programme provides applicants with 30 ECTS at Level 9.

Graduate Certificate in Autism Studies:

Understanding Autism (AUT500):

The aim of this module is to provide students with a comprehensive overview of autism. This will include how autism presents and is diagnosed, both in adults and children; the core challenges associated with autism and how these impact on the child and the adult; additional difficulties that people with autism can experience; how autism interfaces with other difficulties. Students will explore the importance of understanding these differences when supporting an autistic individual.



Visual Learning and Environmental Support for Individuals with Autism (AUT505):

The aim of this module is to provide students with the theory and practical application of the use of structure and visual teaching strategies for children and young people with autism across learning environments. Participants will gain practical knowledge and an understanding of the theory and research that supports this practice. This will result in a set of core competencies, as well as practical experience in the development of resources that support the thinking and learning style of individuals with autism.



Managing Anxiety for Individuals with Autism (AUT506):

The aim of this module is to provide participants with an overview of the relationship between autism and anxiety. This will involve a review of how the core features of autism can trigger an anxiety response; an examination of a model of the anxiety process and a comprehensive appraisal of current anxiety management strategies. This is all delivered within the context of current research and best practice in the area of autism and anxiety management.



Understanding Behaviour and Sensory Processing (AUT507):

The aim of this module is to provide students with an increased understanding of the positive strategies that can be implemented to support an autistic person. This will include consideration of the particular sensory processing differences that autistic people may experience. It will also include an introductory overview of the neural mechanisms that modulate sensory input, the presentation of sensory processing differences and strategies that can be used to support autistic people who experience sensory processing differences. Participants will learn the importance of analysing the environment and adapting it to enable an autistic person enjoy meaningful participation in the events or activities being offered.



Graduate Diploma in Autism Studies:

Autism Research and Practice:

Autism Research and Practice: The aim of this module is to provide students with an overview of the key research-based milestones in autism and how research has and continues to change practice and develop our understanding of Autism. Students will explore current research trends and will develop critical evaluation skills to distil key implications for practice from research publications and research-based policy documents. This module will encourage students to create a culture of research into practice.



Research Methods:

This module will introduce students to research methodology, such as qualitative, quantitative and mixed methods of research. This module will focus on developing research skills and conducting desk-based research using a review of relevant literature. This process is an essential pre-requisite to students conducting their own research project involving a review of literature in the second semester of the programme.



MA in Autism Studies:

Principles and Practices of Research:

The aim of this module is for students to develop the range of skills required to conduct a research project which both rigorous and inclusive, in that it expressly addresses the needs and interests of the autism community. Students will develop their ability to interrogate a range of literature and policy, and to develop a research question which is relevant and meaningful to contemporary discourse in autism research. Students will gain familiarity with a range of research methodologies, both qualitative and quantitative, and will develop a critical understanding of the research process.



Dissertation Modules 1 and 2:

Within these modules, students will design and conduct an empirical research project on a topic of their choosing. Students will work under the close supervision of faculty from Mary Immaculate College and/or Middletown Center for Autism, and will receive mentoring and feedback on an ongoing basis. These modules include workshops, discussion sessions, and lectures, alongside supervision.

Graduate Certificate in Autism Studies

A Level 8 qualification or equivalent in any discipline or a Bachelor’s degree at Level 7 or 8 is required for entry to this programme.



Graduate Diploma in Autism Studies

This module is designed to build on the existing Graduate Certificate in Autism Studies programme.



A Bachelor’s Degree at Level 7 or 8 in any discipline AND a post-graduate qualification in Autism Studies with a minimum of 30 ECTS and a minimum award which aligns to a 2.2. Graduates of the GCAS programme must earn a minimum 2.2 award to be eligible for entry to the GDAS programme.



In cases where the applicant has not completed the GCAS programme but can demonstrate comparable expertise and training, the applicant can be assessed on prior learning in line with University policy and procedures on the Recognition of Prior Learning. The admission procedures will include an interview wherein the prior learning and experience of applicants in education will be assessed.



MA in Autism Studies

This programme is designed to build on both the existing GCAS and GDAS programmes. Graduates of the GDAS programme must earn a minimum 2.1 award to be eligible for entry to the MA programme.



Applicants will be considered for direct entry into the MA in Autism Studies programme on the basis of completion of the GCAS and GDAS programmes. [This includes the requirement for a level 7 or 8 (Bachelor Pass or Honours Degree in any subject area) or equivalent (nursing certificate prior to degree-based nursing education)]. Graduates of the GDAS programme must earn a minimum 2.1 award to be eligible for entry to the MA in Autism Studies.



In cases where the applicant does not meet normal entry requirements, the applicant can be assessed on prior learning in line with University policy and procedures on the Recognition of Prior Learning. The admission procedures will include an interview wherein the prior learning and experience of applicants in the field of autism studies will be assessed.

Applications for September 2025 (Graduate Certificate and Graduate Diploma) are now open.



While the Graduate Certificate in Autism Studies (GCAS) programme is offered each academic year, the Graduate Diploma in Autism Studies (GDAS) and MA programmes are offered on alternating years, as follows:



Academic Year 2023-24: GCAS and GDAS

Academic Year 2024-25: GCAS and MA

Academic Year 2025-26: GCAS and GDAS

Academic Year 2026-27: GCAS and MA



Please Note: This programme is not open to applications from non-EU countries

1 year part-time. Delivery Mode: Blended.

What does the GCAS qualify me to do?

The GCAS programme is designed to provide a graduate certificate award to all people interested in studying autism. It is not geared to any particular profession or job. The award acknowledges an in-depth exploration of autism and the characteristics, theories and interventions that support working well with people who have autism.



For particular jobs or promotion opportunities you may apply for, the GCAS award allows you to make a case or argument that you have evidence (in the form of an academic qualification) of being more knowledgeable about autism than competitors may be.



What does GDAS qualify me to do?

Similarly to the GCAS, the GDAS programme is not geared towards a particular profession or job. Rather, it is designed to support students whom wish to further their expertise within the area of autism research. The GDAS will enable students, independently and with others, to critically evaluate autism research and develop methods of integrating research into daily practice. It will develop students’ knowledge and understanding of the key milestones in autism research and how these have impacted on practice. Students will develop an understanding of the critical nature of research and how it is used to inform both practice and policy. Critically, students on the GDAS will be empowered to foster an inclusive and equitable approach to research which promotes the voice of the autistic person, reflecting a ‘nothing about us without us’ philosophy.