TeachingTimes

Build your inclusive knowledge and skills – Develop a deeper understanding of a wide range of neurodivergent profiles, including Autism, ADHD, Tourette syndrome, developmental language differences and more, so you can confidently apply the skills taught in this course to meet the needs of the learners in front of you.

Autism is the fastest-growing area of SEND in schools – Autism is now the most common primary need within EHCPs, with increasing numbers of Autistic pupils educated in mainstream settings. Many schools are supporting Autistic children without sufficient training, guidance, or systemic understanding.

Inclusion cannot rely on diagnosis alone – Long waiting times for diagnosis and EHCPs mean schools must support pupils based on need, not labels. This programme gives staff the skills to identify early signs and implement support strategies immediately based on the need of individual learners.

Communication differences are often overlooked in Autism – From non-speaking pupils to early communicators and gestalt language processors, Autistic communication profiles are diverse. This programme supports staff to adapt environments, interaction styles and expectations so all learners can communicate effectively.

Sensory needs are central to accessing learning – When staff don’t understand sensory processing differences, pupils may be dysregulated and not available for learning. This programme provides structured guidance, strategies and reflection tools across all sensory systems, supporting meaningful participation and appropriate onward referral.

Behaviour is communication and staff need the tools to respond – Meltdowns, shutdowns, anxiety and burnout are often responses to unmet sensory, communication and/or emotional needs. The programme reframes behaviour through a neuro-affirming lens and provides practical, trauma-informed strategies rooted in understanding and co-regulation.

Reduces exclusion, absence and school-based trauma – Autistic and neurodivergent pupils are disproportionately excluded and more likely to experience school refusal. By addressing triggers, environments and adult responses, this programme supports schools to reduce escalation, long-term disengagement and exclusion.

Supports whole-school safeguarding and wellbeing responsibilities – Children who struggle to communicate, regulate or feel safe are more vulnerable. Understanding Autism and neurodivergent profiles helps staff notice distress, listen effectively and meet safeguarding duties under KCSIE.

Builds staff confidence and reduces reliance on crisis referrals – Practical, classroom-based strategies empower teachers and support staff to act proactively rather than reactively, reducing over-reliance on external services and adversarial EHCP processes.

Meet Ofsted's SEND expectations – Inspectors expect schools to identify, support and review the needs of all pupils – including those with Autism – through a graduated response. This programme equips staff to observe, plan and adapt support effectively, even before a diagnosis or EHCP is in place.