Autism Awareness Workshop

Prior Learning: It will be useful for participants to have worked with children or adults with autism and have some basic information, but this is not essential.

Recommended Participants:

Day Opportunities Workers, Additional Day Opportunities Workers, Positive Behaviour Support Workers, Senior Day Opportunity Workers, Activity Co-ordinators, Centre Co-ordinators, Head Office Staff, drivers and any other direct care and support staff (e.g. outreach, short-breaks residential and supported living).

Aims, Topics & Outcome


  • To discuss what is autism by discussing facts, myths and opinions.
  • To distinguish the differences between autism, learning disabilities and behaviours that challenge.
  • To discuss what the word autism actually means and why we use it.
  • To give some insight into autistic characteristics that lead to diagnosis and individual way of being.
  • To use a range of teaching methods including, but not limited to, lecture talk, short video clips, multiple choice, case studies and small group work.

Topics Covered

  • What is autism and when was autism first discovered? And what is/was Asperger Syndrome?
  • What are the causes of autism and are there any known cures?
  • What is the ‘autism spectrum’, and how best to see it as an idiosyncratic and moving spherical spectrum as opposed to a fixed linear spectrum, while incorporating what is a ‘spikey profile’, and the dangers of using ‘high’ and ‘low’ functioning labels.
  • Who does autism affect more male or females? And why is it under diagnosed in women and why do statistics lean more towards male prevalence?
  • What are the characteristics that mean someone is autistic?
    • Communication differences and struggles
    • Social Interaction differences and struggles
    • Flexibility of thought differences and struggles  (incorporates ‘Rituals, routines, repetitive behaviours, and special interests’ plus the preference for predictability, structure and consistency)
    • Preferences and struggles with ‘attention’ (includes monotropism).
    • Sensory perception differences (5 senses plus vestibular, proprioception and interception) and self-stimulatory behaviours.
    • How the above factors lead to ‘autistic stress/anxiety’ and comorbidity of mental health conditions (covered more in specialist autism training).
  • World Autism Awareness Day (WAAD)
  • Autism Act
  • Overloads/meltdowns and shutdowns/catatonia.
  • Introduction to SPELL

Learning Outcomes - by the end of the course participants will be able to:

  • Understanding of what is autism, and how to respect ‘autistic culture’ and people’s individual way of being.
  • Understand the importance of clear communication strategies needed when supporting someone with autism, including the importance of clear communication and in the client’s language.
  • Understand the importance of consistency and structure based strategies needed when supporting someone with autism.
  • Understand flexibility of thought differences, and how this impacts someone with autism.
  • Have some insight into the difference between autism, learning disabilities and behaviours that challenge.
  • Understand ‘autistic stress’ and how we can recognise and support stress reduction via empathetic practice.
  • Identify areas needed for personal growth and areas of weakness
  • Commit to learning more about autism and attending the next autism course


Delegates who have been with us for more than 1 year will receive a CPD certificate for the course* after successful completion. The certificate is valid for two years, after which time delegates will need to attend again as a refresher. *terms and conditions apply: please see our Training Policy

Buko Esegbona

Hello! I’m Buko, founder of Solutions Social Care…

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Daniel Hyams

Hi there, and welcome! I’m Daniel, a Senior Trainer…

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