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Course Description

This course provides primary teachers with neuro-affirming strategies to understand and support autistic girls. Using identity first language, participants will explore how autism uniquely presents in primary-aged girls, focusing on strengths-based approaches to enhance social-emotional wellbeing, respect sensory needs, and encourage self-advocacy.  Teachers will gain insights to create a positive, supportive environment where young autistic girls feel valued and confident. 



Audience

Primary 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



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Course curriculum

  • 1

    Introduction

    • Welcome

    • Terminology Statement

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 – Understanding Autism in Primary-Aged Girls

    • Introduction

    • Overview of Autism and Neurodiversity

    • Gender Differences in Autism Presentation

    • Barriers to Early Diagnosis in Girls

    • Reflection Question

    • Reference List for Module 1
  • 3

    Module 2 – Social and Emotional Experiences

    • Introduction

    • Understanding Friendship Styles and Social Preferences

    • The Double Empathy Problem

    • Stimming and Emotional Regulation

    • Recognising Signs of Social and Emotional Overload

    • Practical Strategies for Teachers

    • Teacher Activity

    • Reflection Question

    • ​Reference List for Module 2
  • 4

    Module 3 – Academic and Learning Considerations

    • Introduction

    • Learning Strengths in Autistic Girls

    • Attention to Detail

    • Preference for Structured Activities

    • Common Challenges in the Classroom Environment

    • Difficulty with Transitions

    • Need for Consistent Routines

    • Assistive Technology for Supporting Primary-Aged Autistic Girls

    • Reflection Question

    • Reference List for Module 3
  • 5

    Module 4 – Promoting Self-Advocacy and Confidence

    • Introduction

    • Importance of Self-Advocacy

    • Techniques for Building Confidence

    • Classroom Activities to Reinforce Self-Advocacy and Confidence – Part 1

    • Classroom Activities to Reinforce Self-Advocacy and Confidence – Part 2

    • Teacher Activity - Set a Self-Advocacy Goal for the Week

    • Reflection Question

    • Reference List for Module 4
  • 6

    Course Feedback

    • Course Feedback

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