The below providers are offering free CPD courses, often accredited, which can be undertaken by staff whilst working from home or in isolation. All the courses are free, however, some do charge if you want to upgrade to receive a certificate and/or a badge.
Schools can apply for a 50% discount for 10+ members of staff by emailing the company direct.
On behalf of individuals who would like to complete the online training, the Teaching School will apply for the discount and will send you a voucher code to put in instead of payment details. Please contact Joanne Stanley at: jstanley@broadford.havering.sch.uk
Understanding
Autism (Level 1)
Course
|
Provider
|
Learning Outcomes
|
Duration
|
Understanding Autism (Level 1)
|
Open University
|
After studying this course,
you should be able to:
●
outline what is
meant by autism, why it is considered a spectrum and how it affects different
individuals and families
●
appreciate
different approaches to understanding autism, including theoretical and
clinical perspectives and personal accounts
●
explain key
aspects of diagnosis, intervention, education and life-span development
●
understand topical
issues including neurodiversity perspectives, autism prevalence in women and autism in global context.
|
24 hours free study
|
Week 1:
|
Introducing the autism
spectrum
|
||
Week 2:
|
What is autism like?
|
||
Week 3:
|
Identifying and diagnosing
autism
|
||
Week 4:
|
Explaining autism: mind and
brain
|
||
Week 5:
|
Addressing challenges:
approaches to intervention
|
||
Week 6:
|
Family life and education
|
||
Week 7:
|
Adulthood
|
||
Week 8:
|
Reflecting back, looking
forward
|
||
To access
this course, please visit:
|
|||
Course
|
Provider
|
Learning Outcomes
|
Duration
|
Understanding
Autism
|
University
of Kent (Future Learn)
|
By the end
of the course, you'll be able to...
● Explain what autism is, and evaluate
how we know that it exists
● Identify social communication skills
and explain what happens if they do not develop as expected
● Summarise knowledge of sensory and
repetitive behaviours, and whether such behaviours are advantages or
disadvantages
● Explain why many people on the autism
spectrum have co-occurring conditions
● Identify the origins of strengths and
difficulties experienced by people on the autism spectrum
● Explore and discuss lived experiences
of people on the autism spectrum
|
12 hours
free study over 4 weeks
|
Topic 1:
|
What is autism and how do we know
whether it exists?
|
||
Topic 2:
|
Social communication skills
|
||
Topic 3:
|
Sensory sensitivities and repetitive
behaviours
|
||
Topic 4:
|
Co-occurring conditions
|
||
Topic 5:
|
Strengths and difficulties of people
on the autism spectrum
|
||
Topic 6:
|
Lived experiences of people on the
autism spectrum
|
||
To access
this course, please visit:
|
|||
Good Practice in Autism Education
Course
|
Provider
|
Learning Outcomes
|
Duration
|
|
Good
Practice in Autism Education
|
University
of Bath
(Future
Learn)
|
By the end
of the course, you'll be able to:
●
Identify
the educational requirements of children on the autism spectrum with and
without intellectual (learning) difficulties
●
Explain
the concept of inclusion to promote inclusive culture, policies and practices
within mainstream schools
●
Reflect
on what constitutes good practice for autism within educational settings
●
Compare
specific examples of good practice in autism education
|
12 hours
free study over 4 weeks
|
|
Topic 1:
|
Understanding autism and intellectual
disabilities
|
|||
Topic 2:
|
Developing an inclusive curriculum
|
|||
Topic 3:
|
Good practice in autism education
|
|||
Topic 4:
|
Sharing good practice
|
|||
To access
this course, please visit:
|
||||
Understanding ADHD: Current Research and Practice
Course
|
Provider
|
Learning Outcomes
|
Duration
|
|
Understanding
ADHD: Current Research and Practice
|
King’s
College, London
(Future
Learn)
|
See below
|
8 hours
study over 4 weeks
|
|
By the end of the course, you'll be able to:
●
Discuss
the prevalence and impact of ADHD in children, adolescents and adults.
●
Discuss
ADHD as a disorder and how it differs from normal behaviour.
●
Be
able to critically assess key factors in the conceptualisation and
understanding of the disorder.
●
Discuss
the core challenges faced by those with ADHD, their families and relevant
professionals.
●
Discuss
wider issues related to ADHD, such as labelling and stigma from multiple
perspectives.
●
Demonstrate
an empathic understanding of the experiences of people living with ADHD.
●
Describe
core principles, tools and techniques used in the screening and diagnosis of
ADHD, and the factors that may impact on the accuracy of a diagnosis.
●
Explain
how ADHD is distinguished from, and relates to, other common
neurodevelopmental, behavioural and mental health problems.
●
Reflect
upon and discuss current evidence for the genetic and environmental
vulnerability for ADHD, and associated neurological mechanisms for ADHD.
●
Critically
discuss the current evidence base for both pharmaceutical and
non-pharmaceutical interventions for ADHD.
●
Evaluate
the rationale, mechanism, and limitations of the primary medical and
psychosocial treatments for ADHD.
●
Evaluate
practical strategies to support the educational and personal development of
those living with ADHD.
●
Be
able to identify resources and relevant support services for those living
with ADHD.
●
Evaluate the biological and environmental risk factors
for ADHD.
|
||||
Topic 1:
|
What ADHD is, and the
controversies raised by the concept of ADHD
|
|||
Topic 2:
|
Latest neuroscientific and
psychiatric research base on the mechanisms, symptoms and impairments of ADHD
|
|||
Topic 3:
|
ADHD as a developmental
disorder throughout the lifespan: genes, environments (protective and risk
factors)
|
|||
Topic 4:
|
Latest neuroscientific and
psychiatric research base on the various means of screening and assessing for
child ADHD
|
|||
Topic 5:
|
Latest neuroscientific and
psychiatric research base on the mechanisms, diagnosis and treatment of adult
ADHD
|
|||
Topic 6:
|
Understanding best practice in
treatment for ADHD Mechanisms and efficacy of psychosocial treatments,
pharmacological treatments supporting positive outcomes for those with ADHD
and their families.
|
|||
To access
this course, please visit:
|
||||
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