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Course Description

This practical course explores how to build inclusive secondary classrooms where autistic students feel safe, respected, and able to thrive as themselves. Secondary teachers will learn how to design learning environments that reduce unnecessary cognitive and sensory barriers, structure assessment and routines for clarity, and use assistive technology and Positive Behaviour Support to honour diverse communication styles, strengthen autonomy, and promote meaningful participation across Years 7–12.


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

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



FREE with  Online Subscription

Course curriculum

  • 1

    Introduction

    • Welcome

    • Terminology Statement

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 – Differentiated Instruction in the Secondary Classroom

    • Introduction

    • What Are Neuro-Affirming Practices?

    • Gifted and Twice-Exceptional (2e) Learners

    • 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: Is This Task Accessible?

    • Reflection Question
  • 3

    Module 2 – Structure, Visual Support and Executive Functioning

    • Introduction

    • Why Visual Supports Work: A Cognitive Perspective

    • Predictability and Anxiety

    • What Visual Supports Look Like in Secondary School

    • Types of Visual Schedules

    • Aligning Visual Supports with UDL and Inclusive Practice

    • The Secondary Classroom Environment

    • Recognising Environmental Triggers

    • Visual Supports in Practical Subjects

    • When the Environment Changes

    • Case Study: Environmental and Executive Load

    • Resource: Visual Supports Toolkit

    • Reflection Question
  • 4

    Module 3 - Authentic Inclusion, Masking and Social Experience

    • Introduction

    • Masking in Secondary School

    • Belonging and Identity in Adolescence

    • Rethinking “Social Skills” in Secondary School

    • Group Work and Social Load

    • Mental Health in Secondary Autistic Students

    • Public Correction and Dignity

    • Case Study: Masking in Year 10

    • From Compliance to Authentic Inclusion

    • Resource: Communication Support Planning Tool

    • Reflection Question
  • 5

    Module 4 - Regulation, Behaviour, PBS and Functional Behaviour Assessment

    • Introduction

    • Behaviour as Communication

    • Regulation Before Reasoning

    • What Is Positive Behaviour Support (PBS)?

    • PBS in a Neuro-Affirming Secondary Classroom

    • What Is Functional Behaviour Assessment (FBA)?

    • FBA Example

    • Behaviour, Executive Function and Overload

    • Preserving Dignity in Behaviour Support

    • Resource: Understanding Behaviour Toolkit

    • Reflection Question
  • 6

    Module 5 - Assistive Technology, Assessment Access and Supported Independence

    • Introduction

    • Reframing Assistive Technology

    • Assistive Technology and Cognitive Load

    • Executive Function and Digital Supports

    • Supporting Extended Writing in Secondary Settings

    • Assistive Technology in Examinations

    • Selecting the Right Tool

    • Self-Advocacy and Adolescent Autonomy

    • Balancing Support and Independence

    • Case Study: Supported Independence in Year 11

    • Resource: Assistive Technology Quick-Start Toolkit

    • Reflection Question

    • Wrap Up

    • Reference List
  • 7

    Course Feedback

    • Course Feedback

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