Understanding Autism (NCFE Level 2 Certificate) — Part-time
Course outline
It is estimated that more than 1 in 100 people have autism. Over a third of children/young people with EHCPs have autism as the primary need and 70% of children and young people said school/college would be better if more adults understood autism.
This course will help you develop your understanding of autism and learn ways of supporting individuals with autism.
You will explore the person-centred approach and how this method can be successful in helping you to help an autistic student thrive.
You will examine the influence of positive communication methods, develop an understanding of how to support positive behaviour, and how individuals with autism can be supported to live healthy and fulfilled lives.
Your knowledge will be assessed via the following methods:
- Group discussions
- Debates
- Quizzes
- Comprehension tasks
- Paired work and reflection exercises
- Posters
- Presentations
- Recording of professional discussions
- Short essay write-up
How to apply for this course
Apply now and if you need to pay any course fees, or provide evidence if you wish to claim a fee reduction, we will contact you to let you know how to do this.
For help on completing the online application form, please see our useful apply online guide here.
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Location:
111 Canal Street
Nottingham NG1 7HB |
Date / time:Start: Wednesday 3rd January 2024 End: Wednesday 6th March 2024 Time: 9:30am - 12:30pm |
Course code: C048706 / Q048707 |
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Location:
111 Canal Street
Nottingham NG1 7HB |
Date / time:Start: Wednesday 13th March 2024 End: Wednesday 22nd May 2024 Time: 9:30am - 12:30pm |
Course code: C048708 / Q048709 |
Qualification | NCFE Level 2 Certificate in Understanding Autism |
---|---|
Level | Level 2 |
Entry requirements | You must be aged 19+ and have Level 1 Functional Skills in English or equivalent. |
Teaching & assessment | You will be assessed through a variety of methods which may include, written essays, presentations, posters, discussions and case studies. |