Autism and the Individual

The AET Early Years Competency Framework for Wales provides guidance that enables practitioners to reflect upon and evaluate their own practice when working with autistic children. The Framework can be used by childminders and practitioners in a range of early years settings.

The AET Early Years Standards Framework for Wales has been developed for professionals who are in a leadership position. The Framework will support leaders to enhance and embed inclusive practice and to improve outcomes for autistic children. The Framework can be used by leaders across a range of provisions to support settings to reflect, plan and implement improvement processes.

The Schools Competency Framework for Wales is an ongoing self–reflection tool to enable staff to, Self–assess their skills and competencies, Identify priority areas to work on, Decide which aspects of their practice require further development, Consider their professional development needs, Seek appropriate professional development. The Competencies support teachers to meet Welsh additional learning needs (ALN) policy and practice requirements and their equality duties, as well as the Professional standards for teaching and leadership (2019).

The AET Schools Standards Framework for Wales has been developed for professionals who are in a leadership position. The Framework will support leaders to enhance and embed inclusive practice and to improve outcomes for autistic pupils. The Framework covers the continuum of provision and can be used by leaders in schools to reflect, plan and implement school improvement processes.

This module intends to equip leaders with the knowledge understanding and practical strategies to develop inclusive schools that support the learning and wellbeing of all pupils, including those who are autistic. This module aims to develop school leaders understanding of, The need for good autism practice in schools. The theories of leadership and the characteristics of an effective inclusive leader. Developing an inclusive vision, strategy and culture. The key concepts that underlie effective change management to develop inclusive schools. The role of effective professional development in equipping staff to implement these changes, to ensure inclusion at all levels in schools.

Early Years practitioners may find that supporting an autistic child with developing play requires an adapted approach. This module is intended to develop an understanding of why this may be in relation to the three areas of difference in autism and therefore how autistic children can be more effectively supported in the setting. Module aims, To increase delegates' understanding of the importance of play in the Early Years. To develop delegates' understanding of how autism can impact upon a child's play development. To build delegates' awareness of strategies that can be used to support autistic children with their play development.

Developing Positive Relationships: Autistic Pupils and Staff’ is part of the Autism Education Trust's Work-Based CPD Programme. The unit aims to enhance practitioners’ knowledge of good autism practice with regard to positive relationships, develop understanding of practical strategies and approaches that can support autistic pupils, and promote more inclusive practice for all autistic pupils in educational settings.

Early Years practitioners may find that supporting an autistic child with developing toileting requires an adapted approach. This module is intended to develop an understanding of why this may be in relation to the three areas of difference in autism and therefore how autistic children can be more effectively supported in the setting. Module aims, To increase delegates' understanding of toileting development. To develop delegates' understanding of how autism can impact upon a child's toileting. To build delegates' awareness of strategies that can be used to support autistic children with their toileting development.

Building on the 'Good Autism Practice' course, a course to further develop the knowledge, skills and confidence of teaching and learning practitioners in their teaching and support of autistic children.

A course to improve the knowledge, skills and confidence of teaching and learning practitioners in their teaching and support of autistic children.

A course to improve the knowledge, skills and confidence of early years leaders in improving access, experience and outcomes for autistic children.

A course to raise awareness of the nature of autism and how to be most helpful and effective in supporting autistic children.

‘Good Autism Practice in Schools' is a module for delegates who work directly with autistic pupils. It provides guidance on processes and tools that can help participants implement good autism practice both in terms of their own individual practice and in terms of making adaptations to the learning environment. The aims of this module are to enable delegates to, Develop knowledge and understanding of good autism practice, Understand practical strategies and approaches that support autistic pupils, Collect information for a Pupil-Centred Education Plan, Involve the autistic pupil and their family in decisions Ensure inclusive practice for all autistic pupils.

In this module, delegates will develop their knowledge of Good Autism Practice in the Early Years. Trainers take delegates through some of the distinct learning needs, strengths and differences that autistic children share, while helping delegates to take note of individual differences. Delegates will develop an understanding of the importance of working with others to support young autistic children. They are given the opportunity to start thinking about a particular autistic child and their learning needs, along with ways in which they can adjust and adapt their own practice and the learning environment to support them.

In this module, we examine the exclusion process, considering what is lawful and what is unlawful, not only in terms of exclusion legislation, but also with regard to equality law. We look at the impact of exclusion on autistic pupils and their families. We then take a proactive approach and consider how incidents that might lead to exclusion could be avoided by making reasonable adjustments. We look at possible triggers for distressed behaviour and how to plan for a successful reintegration. We reflect on our own practice and the role of the whole school community in overcoming barriers to inclusion.

‘Making Sense of Autism in Schools’ is an awareness–raising module for anyone working in a school environment. The module supports delegates in developing their awareness, understanding, and acceptance of autistic pupils. The aims of this module are to enable delegates, To extend their understanding of how autism affects pupils in school, To increase their expertise in recognising a pupil’s individual strengths and differences, To develop their skills in identifying barriers to learning for autistic pupils, To develop their understanding of what “reasonable adjustments” need to be made to support an autistic pupil.

‘Making Sense of Autism in the Early Years’ is an awareness–raising module for all practitioners across a range of Early Years settings, including preschools, private, voluntary or independent nurseries, children centres and child minders. The aims of this module are to enable delegates to, Extend their understanding of how autism affects children in the Early Years. Increase their expertise in recognising a child’s individual strengths and differences across the three areas of difference. Develop their skills in identifying barriers to learning for autistic children. Develop their understanding of what “reasonable adjustments” need to be made to support autistic children.

This module is for anyone working in a school environment, whether they be teachers, learning support assistants, school meals supervisors, school business managers, site staff or office staff. This module is an awareness-raising module that introduces neurodivergence and the areas of difference, which can include, Social Understanding and Communication, Flexibility, Information Processing and Understanding and Sensory Processing and Integration, among other things. We explore areas of difference in terms of strengths and support needs and identify some initial reasonable adjustments that need to be considered when supporting neurodivergent pupils, including the creation and use of a One-Page Profile.

A course to improve the knowledge, skills and confidence of post 16l leaders in improving access, experience and outcomes for autistic young people.

A course to improve the knowledge, skills and confidence of teaching and learning practitioners in their teaching and support of autistic young people.

A course to raise awareness of the nature of autism and how to be most helpful and effective in supporting autistic young people.

A course to improve the knowledge, skills and confidence of teaching and learning practitioners in supporting the transition of autistic young people from school to college.

A course to improve the knowledge, skills and confidence of teaching and learning practitioners in their teaching and support of autistic children and young people who have particularly complex needs and often co-occurring conditions.

A course to improve the knowledge, skills and confidence of teaching and learning practitioners in their teaching and support of autistic children and young people.

Building on the ‘Good Autism Practice’ course, a course to further develop the knowledge, skills and confidence of teaching and learning practitioners in their teaching and support of autistic children and young people.

A course to improve the knowledge, skills and confidence of school leaders in improving access, experience and outcomes for autistic children and young people.

A course to raise awareness of the nature of autism and how to be most helpful and effective in supporting autistic children and young people.

A course to support practitioners in the use of the AET ‘Progression Framework’ in assessing, planning and evaluating the developmental progress of children and young people in those areas outside the national curriculum.

This unit focuses on supporting autistic pupils in the area of flexibility, information processing and understanding. The aims of the Supporting Flexibility, Information Processing and Understanding unit are to enhance your understanding of how differences in flexibility, information processing and understanding can impact autistic pupils, develop your understanding of practical strategies and approaches that can support autistic pupils, promote more inclusive practice for all autistic pupils in your setting.

This unit focuses on supporting autistic pupils in the area of sensory processing and integration. The aims of the Supporting Sensory Processing and Integration unit are to, Enhance your understanding of how differences in sensory processing and integration can impact autistic pupils. Develop your understanding of practical strategies and approaches that can support autistic pupils. Promote more inclusive practice for all autistic pupils in your setting.

This unit focuses on supporting autistic pupils in the area of social understanding and communication. The aims of the Supporting Social Understanding and Communication unit are to, enhance your knowledge of good autism practice in relation to social understanding and communication, develop your understanding of practical strategies and approaches that can support autistic pupils, promote more inclusive practice for all autistic pupils in your setting.

This module intends to provide delegates with the knowledge, skills and understanding to plan transitions and implement processes to improve the education and wellbeing of children in the schools. This module aims to equip delegates with an understanding of, What we mean by transitions and the range of transitions encountered across the Primary and Secondary phases of education in schools. The impact of transitions on the education and wellbeing of autistic children and young people and reasons they may require specific enhanced transition support. How to support autistic children and young people effectively with transitions in schools.