Department of Education

AET POST 16 TRAINING PROGRAMME

A MODULAR AUTISM TRAINING PROGRAMME FOR PRACTITIONERS AND ALL THOSE WORKING IN POST 16 SETTINGS

Training and practical resources to support you
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AET post 16 programme developed by logos

NATIONAL PROGRAMME

LOCAL KNOWLEDGE

The Autism Education Trust (AET) offers face-to-face training programmes and practical resources for practitioners working in post 16 settings, including colleges, school sixth forms and universities. The AET training programme is delivered by local trainers with experience in the field of autism education and understanding of the local context.

GROWING NEED

Over 1 in 100 people are on the autism spectrum and the number of children and young people receiving an autism diagnosis is rising.
The AET post 16 programme can play a key role in helping your setting to support autistic young people, meet your wider responsibilities and will form an essential part of your Continuing Professional Development (CPD).

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MORE THAN A

TRAINING PROGRAMME

Our 360˚ holistic approach offers an evidence-based support programme developed by leading autism education specialists, including researchers, autistic people, parents of young people on the autism spectrum, trainers and practitioners consisting of:

  • a modular, face to face training programme for all staff
  • good practice standards against which post 16 settings can audit their practice and plan improvement
  • competency frameworks for practitioners  to assess their practice and to plan CPD
  • a range of practical resources
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LEADING THE WAY IN AUTISM EDUCATION

Our programme includes a wealth of practical strategies and tools to support you in your everyday work, including the widely recognised AET Progression framework, the popular AET Tools for teachers, videos, case studies, problem-solving scenarios, strategies, presentations and activities.

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POST 16 PROGRAMME MODULES

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RAISING AWARENESS

Basic awareness training for all those engaging with young people in post 16 settings. This includes teaching and support staff, office and ancillary staff, governors, employers and careers advisers.

The training will support participants in:

  • understanding the four key areas of developmental difference experienced by autistic young people90 minutes image
  • building and promoting positive relationships
  • the importance of understanding the individual and to build upon his/her strengths
  • supporting young people in accessing teaching and learning

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FOR PRACTITIONERS

A solid understanding of autism combined with practical strategies and resources for all practitioners working directly with autistic young people in post 16 settings.

The training will support participants in:

  • understanding the key areas of developmental difference experienced by autistic young people1 day image
  • understanding the individual and how to profile their strengths and developmental needs
  • understanding the importance of building positive relationships with and around the young person
  • understanding how to adapt the curriculum to meet the needs of the individual
  • understanding how to make the environment more accessible to autistic young people
  • developing practical strategies and techniques in promoting effective teaching and learning

With optional certification.

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TRANSITION FROM SCHOOL TO COLLEGE

This training is designed to provide effective transition planning for young people on the autism spectrum.

The training will support participants in:

  • providing you with approaches and strategies to support transition.half a day image
  • enhancing your understanding about how to build partnerships with key stakeholders in the transition process. These include young people, their families
    and other service providers.
  • enabling you to improve outcomes for autistic young people, both as they move from school into college and from college into adult life.

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FOR MANAGERS

For those in roles of leadership, who train others and who are able to influence whole setting development in responding effectively to the needs of autistic young people.

Framed in the AET post 16 autism standards, the training provides practical support and resources in support of whole setting improvement.

The training will support participants in:

developing a full understanding of good autism practice1 day image

evaluating and developing autism practice within their setting

auditing staff knowledge and skills and identifying professional development needs

understanding how the pursuit of good autism practice can support wider regulatory and good practice compliance

With optional certification

ONLINE RESOURCES
ASSOCIATED WITH THE TRAINING

Post 16 autism standards

Good practice standards from the AET, to enable post 16 settings to evaluate their practice in addressing the needs of young people on the autism spectrum.

Post 16 autism competency framework

A competency framework for practitioners working with autistic young people in post 16 settings.

Post 16 guidance

A guide to the use of the AET post 16 programme for local authorities, support services and colleges

Providing information about the AET post 16 programme and how it can be implemented and developed for use in post 16 mainstream colleges, independent and specialist settings.

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“The materials are really good quality and have been an excellent tool for developing practice across the organisation.
The training has been particularly useful for mainstream staff working with students on the spectrum who previously haven’t had much autism training, but even those who have say it is a very good refresher. The training gets them to consider how they could work with our learners more effectively and helps them to decide if they want to find out more by doing the practitioners training afterwards.
We also use the AET post 16 autism standards to support us to continue to
develop provision.”

Gemma Burton, Regional Centre and Course Leader
City College Norwich

“The AET post 16 autism competency framework helps me to shape my support for the colleges I work with. I use the competencies to give the staff a framework to reflect on their own practice and identify areas they would like to develop. The targets are then built into the college support plan.”

Teresa Allen, Specialist Support Tutor, Communication and Autism Team (CAT)
Birmingham City Council

AET



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