Aims of the Module are: To enable participants to acquire a thorough professional knowledge and understanding of the theoretical and conceptual dimensions of autism;

To critically examine theories of learning and pedagogy in relation to autism;

To appreciate the parents' and carers' perspective and understand the importance of students' voice in planning and work.

1. Critically evaluate their knowledge of autism in the context of their professional practice;

2. Understand current theory and practice through consideration of the historical context of autism;

3. Articulate an understanding of autism and the range of individual differences across the diverse student population
4. Appreciate and critique influences upon educational policy development in relation to autistic learners
5. Recognise the impact of environmental influences on the school experience of autistic learners, and subsequently ensure a neuroaffirmative approach to classroom design

The aim of this module is to acquaint participants with a knowledge and understanding of current theory and practices relating to assessment and teaching for effective learning by and inclusion of students with autism.

1. Assess individual learning strengths and differences using both standardised and non-standardised methods and interpret the assessments of other professionals;

2. Plan, set specific, time-related targets and implement effective teaching strategies and Student Support Plans (SSPs) to meet pupils’ needs within the context of a whole-school approach
3. Demonstrate the skills, understanding and attitudes of being critically reflective, based on knowledge of relevant theory and research
4. Critically evaluate the effectiveness of support strategies and environmental influences and their impact on autistic learners, amending as necessary, in consultation with relevant others
5. Ensure a holistic and neuroaffirmative approach towards the education and assessment of autistic learners to facilitate maximum inclusion and access to learning and curriculum.

This module will equip teachers with the necessary knowledge, skills and competencies to support the holistic education and inclusion of autistic students.
Teachers will also have an opportunity to critically review the range of educational and support provisions available for students with autism.

1. Demonstrate an understanding of the components of the curriculum and the role of the teacher in the planning, delivery and evaluation of appropriate curricula for autistic learners in their school.
2. Collaborate closely and effectively with related and relevant disciplines/professions and parents/carers to support wellbeing and inclusion of autistic learners
3. Effectively understand and support the social, emotional and psychological needs of autistic learners to encourage their emotional growth and recognise learning preferences
4. Choose interventions and adapt neuroaffirmative teaching approaches, strategies and methods based on the assessed strengths, interests and needs of the autistic learner and/or family taking account of neuroaffirmative research
5. Monitor, evaluate and review the effectiveness of intervention strategies, universally designed neuroaffirmative environments and SSPs for autistic learners
6. Demonstrate knowledge, skills and competence in the use of a range of resources and materials for supporting the education of autistic learners.