The prevalence rates indicate that all schools will have some students with ASD at some time.  There is no single profile of what all children with ASD will do, how they will communicate and behave or what they like, react, or respond to.  Each child with ASD has a unique profile of strengths and needs.

Many students with autism can learn using the same (or only slightly modified) teaching strategies if they have been provided with a secure, predictable and structured environment, strategies to manage their emotional wellbeing and have access to opportunities to engage in activities around their interests.

If teachers are to make a difference, it is important that they learn from those who know the child best about their strengths and interests and combine these with effective teaching strategies.  Using similar strategies and approaches in all of the environments in which the child is interacting will have significant impact on the child’s ability to learn.

While three days is a long time to spend concentrating on one child, this theory to practice approach is one that teachers will transfer to all their teaching and the benefits will be available for all students both now and in the future.  Schools can send the class teacher, or all of the staff who work regularly with the child (such as teacher aides, SENCO, 0.1 teacher, etc).

Download the school information pack

Schools and teachers will gain from:

• information about your student which will help them become more engaged and better able to participate and contribute
• confidence about what and how to help this student to learn
• skills which you will use every day both with this student and with other children
• knowledge about ASD and how it affects your student
• teaching strategies to adapt the curriculum for meaningful learning
• information to share with professionals and others in your school community to help you to include this child and others with ASD.

"One of the best PD courses I have done in the 10 years I’ve been teaching. All very useful, realistic and purposeful practice."