Unit I_Topic I: Understanding Special Educational Needs (SEN), Autism and Neurodiversity
Unit I_Topic II: History of the development of understanding of the autism spectrum
Unit I_Topic III: Facts about the autism spectrum
Unit II_Topic I: How the ‘autistic brain’ functions
Unit II_Topic II: Characteristics associated with the autism spectrum
Unit II_Topic III: Key impacted areas in development
Unit III_Topic I: Impact on social communication
Unit III_Topic II: Impact on social understanding and interaction
Unit III_Topic III: Impact on social understanding and interaction
Unit III_Topic IV: Supporting students on the autism spectrum
Unit I_Topic I: The importance of a definition
Unit I_Topic II: The main components of the definition
Unit I_Topic III: Routes to identification and diagnosis of the autism spectrum
Unit II_Topic I: The diagnosis of an autism spectrum condition
Unit II_Topic II: Issues with the diagnosis of an autism spectrum condition.
Unit II_Topic III: Understanding IQ, SPLD’s and educational skills tests
Unit II_Topic I: The autism spectrum as a continuum & co-occurring conditions
Unit II_Topic II: Why teachers may not pick up signs of the autism spectrum
Unit II_Topic III: How diagnosis can inform teaching strategies
Unit II_Topic IV: Working with parents
Unit I_Topic I: Key areas of difficulty experienced at school
Unit I_Topic II: Key facts that teachers need to know when teaching students on the autism spectrum
Unit I_Topic III: An introduction to the range of autism specific approaches
Unit II_Topic I: Factors affecting learning
Unit II_Topic II_part I: Strategies to enhance learning
Unit II_Topic II_part II: Strategies to enhance learning
Unit II_Topic III: In-depth understanding of the cognitive differences in autism
Unit III_Topic I: Translating theory into practice when teaching students in the autism spectrum
Unit III_Topic II: Specific strategies to address the subgroups within the autism spectrum
Unit III_Topic III: The qualities of effective teachers
Unit I_Topic I: What it feels like to be on the autism spectrum
Unit I_Topic II: Behaviours commonly seen in the classroom and simple strategies
Unit I_Topic III: Mental Health and the autism spectrum
Unit II_Topic I: Anxiety explained
Unit II_Topic II: Anxiety led behaviours
Unit II_Topic III: Strategies to support anxiety led behaviours.
Unit III_Topic I: Strategies to support emotional wellbeing
Unit III_Topic II: The autism spectrum and ways of developing social understanding
Unit III_Topic III: The ‘autisms’- specialist interventions geared towards subgroups
Unit I_Topic I: Inclusive education and SEN provision
Unit I_Topic II: What really gets in the way of achievement and attainment?
Unit I_Topic III: The catalytic teacher in the world of autism
Unit II_Topic I: The impact of autism on families and how to support them
Unit II_Topic II: Autism specific good practice
Unit II_Topic III: The importance of Transition planning
Unit III_Topic I: Strengths, attributes and role models
Unit III_Topic II: Person Centered Planning and autism
Unit III_Topic III: Topical issues and the autism spectrum