Haringey Good Autism Practice 1,2,3 - 15 January 2024 EJ

Schools
Good Autism Practice in Schools
Contact us
Date
15 January, 2024
Time
03:30:PM - 05:00:PM
Date
11 March, 2024
Time
03:30:PM - 05:00:PM
Date
24 June, 2024
Time
03:30:PM - 05:00:PM
organiser
https://www.ambitiousaboutautism.org.uk
venue

The Pears National Centre for Autism Education
London
N10 3JA
United Kingdom

https://www.ambitiousaboutautism.org.uk
Venue telephone number
020 8815 5166
Local authority location of training
  • Haringey

Who is this module for? 

This module is for any member of staff working with autistic pupils aged 5-16 in mainstream and specialist schools. 

Description

This module focuses on the importance of getting to know a pupil and how their autism affects them. We look at examples of distressed behaviours and how these can be supported through a range of strategies, approaches, and reasonable adjustments. 

The module also guides you on how to gather information about an autistic pupil’s interests, aspirations, strengths and differences and how this information can be used when developing a Pupil-Centred Education Plan (PCEP). 

The module introduces the AET Schools Competency Framework for you to be confident when developing and evaluating your good autism practice, following completion of the module. 

The aims

‘Good autism practice in Schools’ will support you:

  • To develop your knowledge and understanding of good autism practice.  
  • To increase your expertise in using practical strategies and approaches that support autistic pupils.  
  • To develop your knowledge about autism and the individual to inform pupil-centred planning.
  • To help you to reflect on and improve your practice in working with Autistic pupils. 

Learning objectives

After completing ‘Good autism practice in Schools’, you will be able to:

  • Understand that autism is a difference rather than a deficit or disorder.  
  • Recognise the Three Areas of Difference in autism and how these can affect autistic pupils.  
  • Be confident in using the Autism Competency Framework.  
  • Involve the Autistic pupil and their family in decisions. 
  • Use a range of approaches, strategies, and adaptations to remove barriers to learning.  
  • Collect information for a Pupil-Centred Education Plan.  
  • Ensure inclusive practice for all Autistic pupils. 

Session length

The length of the training session will depend on the training partner delivering the session. Please get in touch with them directly to enquire about this. If you can't see their contact details, please search for your local training partner and enquire. 

 

 

 

 

 

 

Earlham