Online Education Support Autism Spectrum Disorder Course

If you’re teacher, teacher’s aide or early learning educator, there’s a good chance you will support a child with autism spectrum disorder (ASD) during your career.

The Certificate of Education Support (Autism Spectrum Disorder) is an online professional development program that will provide you with the knowledge and skills required to work with and support students with ASD.

In this education and autism support course, you will explore childhood development and the historical context of ASD, including gender differences, myths and stereotypes. You will also discover the neurobiological, viral and genetic theories of causation, current research, diagnostic categories, core areas of functional impact, and the current diagnostic and assessment tools available.

In this online autism training for support workers course, you will also learn how to plan and implement support for students with ASD, respond effectively to needs and provide intervention, treatment and support strategies within the context of education support work.

On completion of this course, you will have gained the knowledge required to provide a range of solutions and strategies for improved educational outcomes for students with ASD.

Printed learning materials are available for purchase for this course and can be ordered during enrolment.

Course Structure

Unit - Certificate of Education Support - Autism Spectrum Disorder

Unit 1 – Support individuals with autism spectrum disorder

Diagnostic processes
Assessment tools
Core areas of functional impact
History of autism spectrum disorders
Neurobiological cause
Genetic causes
Current research
Functions of the brain
Environmental toxins
Viral causes
Treatment, therapies and interventions
Testing and diagnosis
Deficits in social skills
Impact and stress on family
Education
Values and attitudes
Plan and implement support
Responding effectively to needs
Interventions and support strategies
Strategies for including students with ASD
Physical activities
Individual program plan
Individual education plan
Sensory strategies
Touch sensitivity
Gustatory strategies
Olfactory strategies
Vestibular strategies
Triggers
Positive reinforcement
Evidence of positive results
Pharmaceutical drugs
Alternative therapies
Achieving outcomes
Developmental philosophy
Quality of life
Social models
Human rights
Respect and equality
Equal opportunity
Discrimination legislation
Health and safety
Medication regulations
Disability services
Professional boundaries
Professional development
Childhood autisim rating scale (CARS)

Unit 2 – Support students with additional needs in the classroom environment

Roles and responsibilities
Co-operation with staff
Facilitate student support
Procedures, guidelines and protocols
Information collection
Students with additional needs
Respect, empathy and acceptance
Diversity and cultural difference
Child protection acts
Promote positive self-concept
Praise
Challenges
Self-image
Childhood development
Language, equipment and materials
Communication aids
Computer access aids
Educational learning aids
Mobility and transportation aids
Vision and reading aids
Simple task analysis
Individual education programs (IEP’)
Classroom programs
Small group / co-operative learning
Cross-curricular learning
Modification of general activities
Help in the classroom
Behaviour management strategies
Non-verbal communication
Redirection
Personal safety (staff)
Appropriate learning environments
Contribute to learning opportunities
Encourage problems solving
Independence and social skills
Attitude and knowledge
Constructive advice and feedback
Suggestions to teachers

Unit 3 – Provide support to students with autism spectrum disorder

Access current and authoritative sources of information about (ASD)
Research autism spectrum disorder
What is ASD?
Symptoms and diagnosis
Learning needs
Assistance and therapies
Strategies
Behaviour assessments and communication training
Considerations for support workers
Generalisation strategies
Applied behavioural analysis (ABA)
Differentiated instruction
Initiating differentiated learning
Social interaction teaching/learning
Meeting individual needs
Effective teaching and learning and support practices
Helping students with ASD develop social skills
Encouraging social interaction
Social skills development
Providing support to teachers
Setting goals for the growth and development of students with ASD
Identify and prepare resources for student with ASD
Organising resources, schedules
Setting up the classroom
Assistive technology
Providing support to students
Supporting students’ positive social interaction
The support workers’ role
Responding to student’s attempts to interact
Supporting teaching and learning strategies
Video modelling
Positive reinforcement
Monitoring student progress
Challenging behaviours
Triggers for dangerous behaviours
Calming down
ASD students
- not understanding danger
- self-harm
Legal and ethical requirements
Policies, procedures and codes

Unit 4 – Work with students in need of additional support

Identify specific learning needs
Additional learning needs
Motor skills disorder
Sensory integration dysfunction
Cerebral palsy
Muscular dystrophy
Duchenne muscular dystrophy
Gross motor dysfunctions
Oppositional Defiant Disorder (ODD)
Conduct disorder
Attention Deficit Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder
Cognitive and language development
Dyslexia
Dyscalculia
Dyspraxia
Dysgraphia
Auditory Processing Disorder (APD)
Visual Processing Disorders (VPDs)
Apraxia of speech
Expressive language disorder
Intellectual disability
Down syndrome
Barriers to learning
Development milestones
Development checklist
Team planning
Aboriginal education worker
Individual Education Programs / Plans (IEPs)
Developing an IEP
Ten step plan
Plan fundamentals
Behaviour support plan
Student expectations
Positive expectations
Increase access to student learning
Assemble required resources
Using assistive technologies
Computer access aids
Planned strategies
English as Second Language (ESL) programs
Key word signing
Practice new skills
Monitor student progress
Parent communication
Implementation of programs
Monitor equipment maintenance
Power access procedures

Unit 5 – Facilitate learning for students with disabilities

Law and Ethics
NQS Quality Framework
Belonging Being and Becoming
My Time Our Place
Compliance requirements
Accurate and non-discriminatory language
Promoting individuality
Group / class activities
Co-operative learning
Adapting activities
Respectful interactions
Safe learning environments
Resource and equipment storage
Classroom comfort
Lighting and noise
Equitable classroom use
Rights and opinions of all students
Legal and moral responsibilities
Empowering students
The right to learn
Vicious circle of low expectations
Building strengths and interests
Long-term and short-term goals
Support strategies
Disability types
Scaffold learning
Key word signing
Education support resources
Social and academic barriers
Education Adjustment Profiles (EAP)

Estimated Duration

75 hours

Course Delivery and Start

Start anytime, self-paced and 100% online

Assessment

Assessment will be comprised of written exercises, including short-answer questions, reflective tasks, short reports and/or projects. There are no examinations or due dates for assessment. As a result, you can complete training in your own time and at your own pace with the assistance of unlimited tutor support.

Career Outcomes

Professional Development For:

Teachers
Teacher Aids
Childcare Workers
Community Service Workers

I was very satisfied with the pacing and the readings in the course. The self-paced structure suited me well as a full-time worker. The materials were practical and easy to apply, and the assessments helped consolidate my understanding and connect the learning to my workplace.