Who is this module for?
This module is aimed at leaders in primary, secondary or specialist school settings.
There are rising numbers of autistic children and young people in schools. Less than half of those children and young people say they are happy there and they are twice as likely to be excluded.
According to most of those children and young people – and their parents – the thing that would make the biggest difference to them is to have teachers who understood autism.
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 children and young people, including those who are autistic.
The aims:
This module will help leaders understand:
- The need for good autism practice in schools.
- The theories of leadership and the characteristics of an effective inclusive school leader.
- The importance of school leaders 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.
Learning Objectives
In completing this module, you will:
- Understand the need for change, to improve the educational experiences and outcomes of all children and young people, including those who are autistic.
- Understand the vital role that they have in enabling inclusion and systemic good autism practice across their school.
- Understand the educational policy and legislation related to inclusion and how this must steer their vision, strategy and actions in their school.
- Be inspired to develop a culture in their setting which enables all children and young people, including those who are autistic, to feel listened to, supported and included.
- Reflect on how the Autism Education Trust can support them in taking the next steps to effectively embed an inclusive culture and good autism practice across their school, through co-produced, evidence-based professional development.
