Whether you would like to advance your professional development, become a researcher, advance your understanding in intellectual disabilities and autism or engage in clinical practice within this field, this course is for you. Students can complete the Intellectual Disabilities and Autism programme via distance learning or campus based.
You will develop advanced knowledge and a critical understanding of intellectual disabilities and autism. Our degree programme has been designed to provide four distinct pathways for students who want to specialise in autism, intellectual disabilities, forensic issues and clinical practice.
You can choose whether you would like to attend the course entirely online, or campus based. The course includes lectures, seminars, project work, tests and presentations.
The Tizard Centre is part of the School of Psychology and is at the forefront of learning and research in autism, intellectual disability and community care. In 2013 the Tizard Centre received a Queen’s Anniversary Prize in recognition of its outstanding work in these areas.
The Centre has excellent links with health and social care organisations, and other relevant establishments. Our primary aims, through research, teaching and consultancy, are:
The Tizard Centre is recognised as leading the field in deinstitutionalisation and community living, challenging behaviour, quality of staff support, sexuality, quality of life, and autism, and has had a significant impact on national policies in these areas. We are committed to addressing issues arising from social inequality.
A good honours degree, typically in psychology or other relevant social sciences, or comparable professional qualifications and experience.
Those who do not meet the degree requirement but have significant relevant work experience may still be considered for entry. Applicants may be asked to complete an admissions task and/or an interview as part of the admissions process.
All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.
Please see our International Student website for entry requirements by country and other relevant information. Due to visa restrictions, students who require a student visa to study cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.
This course requires a Very Good level of English language, equivalent to a high B2 on CEFR.
Details on how to meet this requirement can be found on our English Language requirements webpage.
Examples:
IELTS 6.5 with a minimum of 5.5 in each component
PTE Academic 67 with a minimum of 59 in each sub-test
A degree from the UK
A degree from a Majority English Speaking Country
Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.
We’ve created the most progressive approach to higher education, developing and modernising our curriculum from 2025. Our degree programmes in Intellectual Disabilities and Autism have been designed with you at their heart to deliver a top-class student experience and career outcomes.
The following modules are what students will typically study, but this may change year to year in response to new developments and innovations.
The MSc consists of eight compulsory taught modules. You must take all seven compulsory modules listed below, including the research dissertation module which will be specific to your selected pathway. You must also choose one pathway taught module from the optional list as follows:
What is academic research? Why study research methodology? How is it relevant to your current or future professional practice? By introducing you to research methodology, this module will provide you with a detailed understanding of the different approaches used by academic researchers in psychology and the broader social sciences, and will enable you to access, use, and interpret the research literature to further your knowledge and enact change in your chosen line of work. You will learn from experienced research staff in the field, who will support you to engage with, and critically interpret the research literature you will come across in your studies and beyond your postgraduate award. You will gain a vital understanding of how to synthesise existing knowledge, how to critically evaluate the literature, as well as develop the key skills required to design and undertake ethical and inclusive research in the disciplines of intellectual disabilities and autism.
How do we define intellectual disabilities and autism? What is the correct terminology to use as practitioners or researchers? Is there a correct terminology and who defines that? How is autism and intellectual disabilities diagnosed? This module explores the nature and origins of intellectual disabilities and autism, giving the students a good understanding about the terminology used, how this has changed over time, the diagnosis of intellectual disabilities and autism, the past and current epidemiology of the two, and basic concepts of theoretical approaches aiding students’ understanding of intellectual disability and autism. This module provides an overview of historical and current ways that intellectual disabilities and autism have been conceptualised, introducing students to key theories and debates, as well as how these relate to wider models of disability. Lastly, this module considers the impact of differing ways of conceptualising intellectual disabilities and autism for service provision today, and an exploration of empowerment and advocacy both in theory and in practice.
How do organisations, services and practitioners decide which systems-wide framework or model would best suit their practice, and ultimately enhance the quality of life for people with intellectual disabilities and autistic individuals? What are the theoretical perspectives that underpin these frameworks and models? This module will provide you with an understanding of the different approaches used in the field of autism and intellectual disabilities and will set the scene for future academic modules where you will learn about specific interventions that fit within these frameworks and models. You will learn from experienced research and clinical staff in the field, who will support you to engage with and critically evaluate the literature, policy and guidance around these approaches to support. This module is designed to give students the tools to critically evaluate models of support used in clinical practice and in research to enhance the quality of life of autistic individuals and people with intellectual disabilities, preparing them to become competent evidence-based practitioners and researchers.
What are the challenges autistic people and individuals with intellectual disabilities face in their day-to-day lives that can impact their overall well-being? What evidence-based, meaningful support can we provide to them in our professional and personal capacities? In this module you will have the opportunity to learn about some of the prominent quality of life issues experienced by autistic individuals and people with intellectual disabilities and discuss the ways in which support can be provided to improve their well-being. Key topics related to core quality of life domains (e.g., emotional well-being, interpersonal relationships, material well-being, personal development, physical well-being, self-determination, social inclusion, and rights) will be explored by academic staff and practicing professionals who are experts in their respective subjects. For each topic, you will review and appraise some of the proposed psychological, behavioural, and social interventions and support strategies which can be implemented to improve well-being for autistic individuals, people with intellectual disabilities, and their families, in these target areas.
How do we ensure that the highest quality of support is provided to people with intellectual disabilities and autistic individuals across all types of service provision? What defines high quality support, and what makes a service ‘high quality’? Ensuring a meaningful quality of life for people with intellectual disabilities and autistic people should be of the upmost importance to all those involved in their support. This module will provide you with an understanding of how quality is defined and measured, how service provision can be evaluated to ensure best practice is consistently followed, and how research and policy have helped to shape how we think about what constitutes best practice. You will learn from experienced research and clinical staff in the field, who will support you to engage with and critically evaluate the literature, policy and guidance around measurement and evaluation of quality of support and service provision, that you will come across in your studies and beyond your postgraduate award.
How can research enhance practice and support for people with intellectual disabilities and autistic individuals? What steps are involved in establishing an evidence base for a particular area? How does one develop and conduct ethical research? In this module, you will enhance your research skills and gain unique insights into conducting high-quality research. Whether you complete an empirical project, such as a survey, focus groups, or evaluation of an intervention, or opt for a non-empirical project, such as a policy review or systematic review, you will receive guidance and supervision from a member of the Tizard course team. Throughout the process, you will learn navigate ethical approval procedures (where applicable), design and implement data collection methods, and analyse and interpret your results. Ultimately, this module will pave the way for you to become an expert in your chosen area of focus while equipping you with valuable skills for future research endeavours if you decide to pursue them.
Understanding the importance of assessment and formulation when developing care and support plans for autistic individuals. How can we use methods of assessment to seek meaningful change in the way that care and support is provided for autistic people? What interventions can be utilised to support improvements in quality of life for autistic individuals and their family? This module serves as a catalyst for change, empowering you to explore innovative ways of care planning as well as recommendations for intervention. Utilising real-world scenarios of autistic individuals, you will engage in the development of comprehensive care plans through analysis of data to inform your recommendations and interventions. Students currently working in autism or relevant services will have the option to work on real cases via the work-based learning option of the module. Overall, this module will equip you with the skills needed to confidently plan and recommend interventions tailored to individual needs, culminating in a well-structured written reports detailing assessment processes and outcomes. Critically exploring the intricacies of person-centred support planning will refine your abilities to make a tangible difference in the lives of autistic people.
Understanding the importance of assessment and formulation when developing care and support plans for people with Intellectual Disabilities. How can we use methods of assessment to seek meaningful change in the way that care and support is provided for people with Intellectual Disabilities? What interventions can be utilised to support improvements in quality of life for people with Intellectual Disabilities and their family? This module serves as a catalyst for change, empowering you to explore innovative ways of care planning as well as recommendations for intervention. During your placement, you will engage in the development of comprehensive care plans through analysis of data to inform your recommendations and interventions working under the supervision of an appropriately qualified clinician in the field of Intellectual Disabilities. Overall, this module will equip you with the skills needed to confidently plan and recommend interventions tailored to individual needs, culminating in a well-structured written account detailing assessment processes and outcomes. Critically exploring the intricacies of person-centred support planning will refine your abilities to make a tangible difference in the lives of autistic people.
Understanding the importance of assessment and formulation when developing care and support plans for autistic individuals. How can we use methods of assessment to seek meaningful change in the way that care and support is provided for autistic people? What interventions can be utilised to support improvements in quality of life for autistic individuals and their family? This module serves as a catalyst for change, empowering you to explore innovative ways of care planning as well as recommendations for intervention. Utilising real-world scenarios of autistic individuals, you will engage in the development of comprehensive care plans through analysis of data to inform your recommendations and interventions. Students currently working in autism or relevant services will have the option to work on real cases via the work-based learning option of the module. Overall, this module will equip you with the skills needed to confidently plan and recommend interventions tailored to individual needs, culminating in a well-structured written account detailing assessment processes and outcomes. Critically exploring the intricacies of person-centred support planning will refine your abilities to make a tangible difference in the lives of autistic people.
Understanding the importance of assessment and formulation when developing care and support plans for people with Intellectual and Disabilities is crucial. How can we use methods of assessment to seek meaningful change in the way that care and support is provided for people with Intellectual Disabilities? What interventions can be utilised to support improvements in quality of life for people with Intellectual Disabilities and their family? This module serves as a catalyst for change, empowering you to explore innovative ways of care planning as well as recommendations for intervention. Utilising real-world scenarios of people with intellectual disabilities, you will engage in the development of comprehensive care plans through analysis of data to inform your recommendations and interventions. Overall, this module will equip you with the skills needed to confidently plan and recommend interventions tailored to individual needs, culminating in a well-structured written account detailing assessment processes and outcomes. Critically exploring the intricacies of person-centred support planning will refine your abilities to make a tangible difference in the lives of people with Intellectual Disabilities.
Understanding the importance of assessment and formulation when developing care and support plans for autistic individuals and people with Intellectual and Disabilities who have forensic needs is crucial. How can we use methods of assessment to seek meaningful change in the way that care and support is provided in forensic settings? What interventions can be utilised to support improvements in quality of life and reductions in offending behaviour for autistic individuals and people with intellectual disabilities? This module serves as a catalyst for change, empowering you to explore innovative ways of care planning as well as recommendations for intervention. Utilising real-world scenarios of people with intellectual disabilities and autistic individuals who have forensic care needs, you will engage in the development of comprehensive care plans through analysis of data to inform your recommendations and interventions. Students currently working in forensic services will have the option to work on real cases via the work-based learning option of the module. Overall, this module will equip you with the skills needed to confidently plan and recommend interventions tailored to individual needs, culminating in a well-structured written account detailing assessment processes and outcomes. Critically exploring the intricacies of person-centred support planning will refine your abilities to make a tangible difference in the lives of autistic people and people with Intellectual Disabilities in forensic settings.
The course will include a variety of assessment modes, assessing the development of conceptual, theoretical and applied skills. We will use a range of assessment methods to assess learning outcomes, such as: assessing conceptual and analytical skills via critical analysis of the literature to equip students to engage with research and field- specific literature; assessing analytical skills using short reports; assessing applied and clinical skills to improve quality of life for autistic individuals and those with intellectual disabilities, via the use of real-life case studies; assessing students’ implementation skills via self-management projects etc.
For course aims and learning outcomes please see the course specification.
All teaching takes place at the Tizard Centre. Postgraduate research students have a shared office space with a computer and telephone.
The Tizard Centre runs an annual seminar series where staff or guest lecturers present the results of research or highlight recent developments in the field of social care. The Jim Mansell Memorial Lecture invites public figures or distinguished academics to discuss topics that could interest a wider audience. The Centre also publishes the Tizard Learning Disability Review (in conjunction with Emerald Publishing) to provide a source of up-to-date information for professionals and carers.
The Tizard Centre provides consultancy to organisations in the statutory and independent sectors, both nationally and internationally, in diversified areas such as service assessment, person-centred approaches, active support and adult protection. The Centre also teaches a range of short courses, often in conjunction with other organisations.
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Mental Health; Journal of Applied Research and Intellectual Disabilities; American Journal of Intellectual and Developmental Disabilities; and Journal of Intellectual Disability Research.
All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.
Our postgraduate courses improve employability prospects for both those with established careers and new entrants to the field. Many of our students already work with people with intellectual and developmental disabilities in professional, management or supporting capacities.
Our programmes support their continuing professional development and enhance their opportunities for career advancement. Other students, who are at the beginning of their careers, move on to a range of professional roles in health and social care including working as psychologists in learning disability or behavioural specialists in community learning disability teams; service management of development roles; clinical psychology training or a PhD.
The 2025/26 annual tuition fees for this course are:
For details of when and how to pay fees and charges, please see our Student Finance Guide.
Tuition fees may be increased in the second and subsequent years of your course. Detailed information on possible future increases in tuition fees is contained in the Tuition Fees Increase Policy. If you are uncertain about your fee status please contact information@kent.ac.uk.
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
For details of when and how to pay fees and charges, please see our Student Finance Guide.
Tuition fees may be increased in the second and subsequent years of your course. Detailed information on possible future increases in tuition fees is contained in the Tuition Fees Increase Policy. If you are uncertain about your fee status please contact information@kent.ac.uk.
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