Certificate of Education Support – 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)

• 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

• Autism spectrum disorder
• Historical context of ASD
• Current research
• Neurobiological cause
• Genetic and environmental causes
• Environmental toxins
• Treatment, therapies and interventions
• Genetic and gender differences
• Document processes and diagnosis
• Autistic disorder
• Asperger’s disorder
• Rett’s disorder (Rett syndrome)
• Childhood disintegrative order
• Social and emotional disabilities
• Implications of the disorder
• Teaching and learning strategies
• Obsessions and change
• Providing support
• Implement education programs
• Positive social interactions
• Developing conversational skills
• Goal setting for the student
• Individual education plans (IEPs)
• Social goals
• Teaching strategies
• Feedback and schedules
• Personal safety
• The rage cycle

• 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

• 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)

When you study with Australian Online Courses, you will be assessed using a competency-based training method.

Competency-based training focuses on the achievement of skills and knowledge against set criteria to meet industry-standard and is not benchmarked against other students’ work.

In this course, the assessment will be comprised of written assignments and exercises, which may include short answer questions, reports, essays, research projects and reflective tasks.

If you do not achieve a competency result on your first attempt, you have two more attempts to pass your assessment. So, you have three attempts in total to obtain a competency result.

In this way, you can complete your course in your own time and at your own pace with the assistance of unlimited tutor support.

• Professional development that is widely recognised and respected;
• Improve your employment opportunities;
• Study online, anywhere via our elearning system;
• High-quality professional development programs written by industry experts;
• No entry requirements;
• All course materials provided online – no textbooks to buy;
• Unlimited tutor support;
• Easy to understand course content;
• Twelve (12) months’ access, with extensions available upon application (fees apply);
• Certificate of Attainment/Completion issued for your CV (hard copy provided); and
• Course may be tax deductible; see your tax advisor.

The approximate study hours for this course is 75 hours. Twelve (12) months’ access, with extensions available upon application (fees apply).

Yes! The cost for printed materials for this course is $50 per unit. Total cost for optional printed materials is: $250.00. Printed materials are optional and not required to complete the course. Everything you need to complete the course is provided online via our e-learning system.

You can start within 60 minutes during business hours when you enrol and pay in full with a credit card!

Credit card: Within 60 mins during business hours.

BPAY: Within 1-2 working days.

Internet Banking: Within 1-2 working days.

Cheque/Money Order: Upon receipt of mailed cheque.

Yes! You will receive a Certificate of Attainment upon successful completion of your assessment.

No. All courses are delivered online via our e-learning system and there are no work placement requirements in this course.

Unlimited tutor support is available throughout your studies via email during business hours Monday to Friday. Our Administrative team are available Monday to Friday via email, live chat and telephone.

Yes! We accept enrolments from individuals both within Australia and internationally; location is no barrier to entry into our programs.