This course is FREE with an Online Subscription

Course Description

This practical course explores how to build inclusive classrooms where autistic students feel safe, valued, and able to thrive. Primary teachers will learn how to use visual supports, predictable routines, and assistive technology to honour diverse communication, reduce barriers, and support meaningful participation.


Previously offered as a single course, this updated version has been redesigned into separate Primary and Secondary pathways to better reflect the distinct needs of each setting. While most core content remains the same, each course includes some updated examples and resources tailored to classroom practice. 



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



FREE with  Online Subscription

Course curriculum

  • 1

    Introduction

    • Welcome

    • Terminology Statement

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 – Differentiated Instruction

    • Introduction

    • What Are Neuro-Affirming Practices?

    • Putting Neuro-Affirming Practice Into Action

    • Reframing Learning Differences

    • Gifted and Twice-Exceptional (2e) Students

    • What Is Differentiated Instruction?

    • Why Differentiation Supports Access

    • Why Some Tasks Create Overload

    • Why Some Students Struggle to Start or Finish

    • Why Expression Doesn’t Always Reflect Understanding

    • Case Study — Theory in Action

    • Resource: Task Adaptation Planner

    • Reflection Question
  • 3

    Module 2 – Visual Supports and Structures

    • Introduction

    • Why Visual Supports Work

    • Visual Schedules

    • Task Cards and Work Systems

    • First–Then Boards

    • Visuals for Transitions, Regulation, and Routines

    • Introducing and Modelling Visuals

    • Fading Visuals Over Time

    • Structuring the Classroom Environment

    • Subject & Group Spaces

    • Visual Boundaries & Cues

    • Consistency & Predictability

    • Self-Regulation & Transitions

    • Resource: Visual Supports Toolkit

    • Reflection Question
  • 4

    Module 3 - Supporting Authentic Social Engagement

    • Introduction

    • Masking, Burnout & Mental Health

    • Authentic Social Engagement for Autistic Students

    • Using Social Stories

    • Using Social Scripts

    • Role-Play

    • Creating Environments that Support Authentic Expression

    • Personalising Social Learning

    • Resource: Communication Support Planning Tool

    • Reflection Question
  • 5

    Module 4 - Behaviour Support for Autistic Students

    • Introduction

    • Reframing Behaviour

    • Understanding Supportive Behaviour Practice (PBS)

    • Understanding Behaviour with ABC Thinking

    • Behaviour is Adaptive, Not Problematic

    • Proactive Strategies That Prevent Distress

    • Teaching Regulation and Communication Skills

    • Planning Support Based on Behaviour Patterns

    • When a Student Is Overwhelmed

    • After Distress: Reconnection Without Repair

    • Resource: Understanding Behaviour Toolkit

    • Reflection Question
  • 6

    Module 5 – Empowering Learning Through Assistive Technology

    • Introduction

    • What Is Assistive Technology?

    • Communication Supports (AAC)

    • Visual Schedules and Structure Tools

    • Literacy Support Tools

    • Sensory Tools That Support Regulation

    • Selecting the Right Tool

    • Empowering Students to Use Assistive Technology

    • Resource: Assistive Technology Quick-Start Toolkit

    • Reflection Question

    • Case Study: Supporting Ava – Building Regulation and Independence in Year 2

    • Scenario: "What Would You Try First?"

    • Wrap Up

    • Reference List
  • 7

    Course Feedback

    • Course Feedback

Other Courses by TTA

Features of TTA Online PD

  • Availability

    Online courses are available 24/7. Designed to be done in your own time at your own pace.

  • Money back Guarantee

    If you complete less than 25% of an online course and aren't completely satisfied, let us know, and we will cancel your enrolment and provide a full refund.