What is the overall course aim?
This course aims to develop a strong understanding of how to support undiagnosed, undisclosed, disclosed or self-recognising autistic and neurodivergent individuals. You will gain an understanding of how to support in a neurodivergent-affirming way and how to motivate your team to engage with neurodivergent-affirming changes to practice and processes.
What are the expected learning outcomes?
- Understanding of neurodivergent communities, and how they intersect
- Understanding the language we use that is respectful and sensitive to the autistic community specifically and generally to the neurodivergent community
- Understand the Equality Act 2010 and recruitment reasonable adjustments in relation to neurodivergence
- Understand the common communication and sensory barriers neurodivergent people face in every-day life
- Understand how to support self-advocacy and neurodivergent confidence
- Aware of supportive neurodivergent-affirming service practice and processes, focusing on communication and the environment
- Neurodivergent mental health first aid - including practical strategies to support anxious or overwhelmed neurodivergent people accessing environments and services
- Workshop practical and tailored strategies, focusing on communication and the environment, to adapt your personal and team practice to be autism-affirming
- Aware of how to access additional strategies and resources to support your autism and neurodivergent-affirming team change
Who is this course for?
This course has been designed for professionals and individuals providing services for the public, and does contain some workplace-specific content. No previous knowledge or training is required, however attendees should have a good basic understanding of what neurdivergence is.
Who delivers this course?
Catherine Leggett is a time-served autistic autism professional with over a decade of experience providing training and consultancy for the UK's two leading autism charities. You can read more about Catherine here.
