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Early Years Autism Education Trust (AET) Training

Page last updated: 27/04/2022

​How do I book any of the AET training modules?

Please share your interest in AET training with your SENCo/manager who will be able to discuss AET training opportunities with the Inclusion Partner linked to your setting/school.

​Is there a cost?

No. Our Early Years AET training is delivered free of charge to Early Years settings. 

 

Early Years: Making Sense of Autism

​​Length: Approximately 90 minutes (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

This module is an awareness-raising module for all practitioners in Early Years settings, whether they be teachers, learning support assistants, school meal supervisors, or taxi drivers. 

​This module provides an introduction to autism and some initial reasonable adjustments that need to be considered when working with autistic children. 

What are the aims?

The aims of 'Making sense of autism in the Early Years' are to: 

  • Enhance your understanding and awareness of autism and how autism can affect children in the Early Years.
  • Know the importance of understanding the individual autistic child and their profile of strengths and needs. 
  • Highlight potential barriers to learning for autistic children.
  • Equip you with the knowledge you need in order to begin to make reasonable adjustments in the way you support autistic children.

What are the learning objectives?

After completing 'Making sense of autism in the Early Years', you will be able to:

  • Understand the importance of getting to know the child as an individual.
  • Approach autism as a difference rather than as a disorder or impairment.
  • Understand the importance of identifying the strengths and needs of autistic children.
  • Know how autism can affect an autistic child.
  • Appreciate how important it is to listen to and learn from the perspectives of autistic children and their parents/carers.
  • Reflect on your practice and implement reasonable adjustments to support autistic children.
  • Know how to develop or use one-page profiles for autistic children.

Early Years: Good Autism Practice

Length: Approximately 3 hours (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

This module is for childminders and practitioners in a range of Early Years Settings, including preschools, nurseries, children's centres, and schools.

In this module, we take delegates through some of the distinct learning needs, strengths, and difficulties that autistic children share, whilst helping delegates to take note of individual differences. Participants 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. 

What are the aims?

The aims of 'Good autism practice in the Early Years' is to support practitioners who work directly with autistic children to:

  • Develop their knowledge and understanding of good autism practice.
  • Reflect on and improve their practice in working with autistic children.
  • Understand strategies and approaches they can draw upon for autistic children they work with.
  • Reflect on the kind of information they need to collect for the one-page profile, the support plan, and the EYFS profile.
  • Consider how to involve the autistic child and their family in setting learning goals. 

What are the learning objectives?

After completing 'Good autism practice in the Early Years', delegates will be able to:

  • Develop their knowledge of how the key areas of difference can affect the learning of an autistic child.
  • Consider the approaches, strategies, and adaptations they can implement to remove barriers to wellbeing, participation, and learning for autistic children.
  • Understand the importance of involving the child and family in planning and setting learning goals.
  • Reflect on ways of gathering information from the child, parents/carers, and other professionals.

Autism and Anxiety​

Length: Approximately 90 minutes (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

This module will provide delegates with an understanding of what we mean by anxiety, how it appears in autistic children and young people (CYP), what the key triggers are, and what teaching staff can do to support autistic pupils.

What are the aims?

After completing this module, you will be able to understand:

  • How autistic CYP might express anxiety.
  • What can cause anxiety in autistic CYP.
  • What you can do to prevent and reduce anxiety in autistic CYP.

What are the learning objectives?

After completing 'Autism and anxiety', participants will be able:

  • ​To have greater knowledge about how prevalent and impactful anxiety can be on autistic pupils.
  • To learn that anxiety can be transactional, and we all have a role in reducing anxiety.
  • To understand that there is a toolbox of approaches that can be used to reduce anxiety and the first step is to learn about the individual's triggers and preferred means of support.
  • To understand that by reducing anxiety we can significantly improve a CYP's ability to engage with school life and their peers, as well as improve general well-being.


Exclusion Module

​Length: Approximately 90 minutes (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

For practitioners in early years, schools, or post 16 settings.

This module on exclusion and autism will provide delegates with an idea as to what the key causes are of autistic children and young people being excluded from school, and how staff can prevent exclusion occurring or, when it does occur, provide support for the CYP's successful return or transition on to their next placement. 

​What are the aims?

The aims of this module are to enable delegates to:

  • Understand the legal context of autism and exclusion.
  • Understand the risk of illegal exclusion and how to avoid it occurring.
  • Better understand the triggers and ways of managing distressed behaviours.

What are the learning objectives?

After completing this module delegates will be able to:

  • Demonstrate better knowledge of what is expected of settings in terms of the rights of CYP and families in relation to exclusion.
  • See the exclusion experience through the eyes of the autistic CYP.
  • Consider how they can make reasonable adjustments to reduce the risk of exclusion occurring.
  • Understand how exclusion can significantly negatively impact an autistic child and young person's experiences and outcomes.
  • Recognise how the whole setting has a role to play in helping autistic pupils avoid exclusion.

​ 

Progression Framework

Length: Approximately 90 minutes (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

This training module will introduce the Progression Framework and accompanying documents and show you how to use the framework to identify key learning intentions. The session is suitable for practitioners working with children and young people across the age range in both mainstream and specialist services.

What are the aims?

The aims of this module are to enable delegates to:

  • Address skills and understanding that children may find difficult as a consequence of their autism.
  • Recognise and build on children's strengths and interests and improve overall wellbeing.
  • Appreciate that children may need support in these areas and that their progress is dependent on this support.

What are the learning objectives?

After completing this module delegates will be able to:

  • ​Demonstrate familiarity with the key features and content of the AET Progression Framework.
  • Know how to use the AET Progression Framework to identify priorities and set learning intentions for individuals.
  • Know how to use the AET Progression Framework to provide evidence of progress.​

Understanding Good Autism Practice and the Autism Education Trust Frameworks for Leaders

Length: Approximately 3 hours (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

For SENCOs, headteachers, leaders and leadership teams within education settings.

What are the aims?

  • To provide leaders with an overview of the AET and the Professional Development Programme.
  • To provide an overview of the Good Autism Practice (GAP) Report (Gulberg et al 2019).
  • To inform leaders of how the 8 Principles of GAP and the 8 Inclusion Promises emerged and why these are so important.
  • To introduce a set of case studies that illustrate how the principles have been implemented through adapting practice.
  • To provide an overview of the AET Frameworks and how they can be used to embed GAP.

What are the learning objectives?

  • To understand the importance of the GAP Principles and Inclusion Promises.
  • To consider how your provision can embed the principles and promises to ensure autistic children and young people receive a positive education.
  • To understand how to embed the AET Frameworks across your provision to improve good autism practice.

Leadership, Inclusion and Structural Reasonable Adjustments

Length: Approximately 3 hours (to be confirmed through discussion with your Inclusion Partner)

Who is this module for?

For SENCOs, headteachers, leaders and leadership teams within education settings.

What are the aims?

  • To look at how inclusive provision and structural reasonable adjustments can help a setting to be outstanding.
  • To consider what is needed to lead culture change in a setting.
  • To know about AET resources and guidance that can support leaders to provide inclusive environments through structural reasonable adjustments.
  • To consider different ways of making structural reasonable adjustments to ensure autistic children and young people are fully supported.

What are the learning objectives?

  • To be able to develop a culture where autistic children and young people feel listened to, supported and included.
  • To have the skills, tools and confidence to lead change in their setting.
  • To have a good understanding of educational legislation related to inclusion.
  • To reflect on and plan next steps for what is required to lead change and fully embed an inclusive culture.
  • To understand how to embed the Autism Standards Framework to improve good autism practice.​