This course is FREE with an Online Subscription

Course Description

This course is designed for teachers seeking to enhance their skills in supporting autistic students in a respectful and inclusive classroom environment. Thoroughly reviewed by an autistic individual, this course emphasises neuro-affirming practices and identity-first language to ensure it aligns with lived experiences and perspectives. Participants will explore strategies for both primary and secondary classrooms while gaining access to practical examples and downloadable resources. Teachers will learn to personalise their teaching methods to honour the diverse strengths and preferences of autistic students, implement visual supports and assistive technology to enhance communication and learning, and create supportive environments that foster positive interactions. By the end of the course, participants will be equipped with knowledge and strategies to promote student success, autonomy, and wellbeing in a truly inclusive setting.



Audience

Primary and Secondary Teachers


Teaching Standards

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:  Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements

4.1.2 Proficient Level - Create and maintain supportive and safe learning environments - Support student participation:  Establish and implement inclusive and positive interactions to engage and support all students in classroom activities


$179 + GST - Individual Enrolment


FREE with  Online Subscription

Course curriculum

  • 1

    Introduction

    • Welcome

    • Terminology Statement

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards
  • 2

    Module 1 - Introduction to Neuro-Affirming Practices for Supporting Autistic Students

    • Neuro-Affirming Practices

    • Creating a Neuro-Affirming Classroom Environment

    • Supporting Social Interactions and Emotional Regulation

    • Advocating for Autistic Students

    • Reflection Question

    • Reference List for Module 1
  • 3

    Module 2 – Differentiated Instruction

    • Introduction

    • Understanding Differentiated Instruction and Its Importance in Neurodiverse Classrooms

    • Gifted and Twice-Exceptional (2e) Students

    • Strategies for Differentiating - Content

    • Strategies for Differentiating - Process

    • Strategies for Differentiating - Product

    • Techniques for Modifying Curriculum to Support Autistic Students

    • Techniques for Modifying Assessment to Support Autistic Students

    • Case Studies

    • Reflection Question

    • Reference List for Module 2
  • 4

    Module 3 – Visual Supports and Structures

    • Introduction

    • The Role of Visual Supports in Supporting Understanding, Communication, and Independence

    • Creating and Implementing Visual Schedules and Task Lists

    • Environmental Structures - Primary School

    • Environmental Structures - Secondary School

    • ​Examples of Visual Supports

    • Best Practices for Incorporating Visual Supports into Daily Classroom Routines

    • Visual Templates

    • Reflection Question

    • Reference List for Module 3

  • 5

    Module 4 – Supporting Authentic Social Engagement

    • Introduction

    • Masking and Camouflaging in Autistic Students

    • Masking, Burnout and Mental Health

    • The Impact of Masking and Camouflaging

    • Supporting Authentic Social Engagement for Autistic Students

    • Social Stories

    • Social Scripts

    • Role-Playing

    • Creating Environments that Support Authentic Expression

    • Tailoring Social Support to Individual Strengths and Preferences - Understanding Current Social Interactions

    • Tailoring Social Support to Individual Strengths and Preferences - Setting Empowering, Measurable Goals

    • Tailoring Social Support to Individual Strengths and Preferences - Choosing Techniques that Respect Each Student's Needs

    • Tailoring Social Support to Individual Strengths and Preferences – Incorporating Interests

    • Monitoring and Supporting Social Interactions- Observation

    • Reflection Question

    • Reference List for Module 4
  • 6

    Module 5 – Behaviour Support for Autistic Students

    • Introduction

    • Understanding the Principles of Positive Behaviour Support (PBS)

    • Understanding the Principles of Positive Behaviour Support (PBS)

    • Conducting Functional Behaviour Assessments (FBA)

    • Conducting Functional Behaviour Assessments (FBA)

    • Developing and Implementing Behaviour Intervention Plans (BIP)

    • Developing and Implementing Behaviour Intervention Plans (BIP)

    • Strategies for Supporting Autistic Students in Learning Environments

    • Strategies for Supporting Autistic Students in Learning Environments

    • Reflection Question

    • Reference List for Module 5
  • 7

    Module 6 – Empowering Learning Through Assistive Technology

    • Introduction

    • Assistive Technology to Support Autistic Students

    • Organisation Tools

    • Social Stories Apps

    • Empowering Social Interactions Through Apps

    • Task Management Tools

    • Empowering Literacy Through Supportive Tools

    • Supporting Sensory Preferences With Classroom Tools

    • Creating Sensory-Supportive Environments

    • Assessing and Selecting Technology that Empowers Autistic Students

    • Choosing Assistive Technology to Support Autistic Students

    • Integrating Assistive Technology to Support Autistic Students' Learning

    • Empowering Students to Use Assistive Technology Confidently

    • Reflection Question

    • Reference List for Module 6
  • 8

    Course Feedback

    • Please take few minutes to give us your feedback

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