This course is designed to offer participants an understanding of factors underpinning EBSA together with why autistic children and young people might be at particular risk. It has been developed by members of the Autism Outreach and Educational Psychology Services and includes the sharing of theoretical information together with discussion and hands-on activities.
The course will explore evidence-based approaches and interventions in relation to EBSA and how these can be used with a range of children and young people, including those who are autistic. In addition to sharing school-based strategies, an aim of the course is to equip participants with an understanding of how authentic, impactful home-school collaborations can be developed and how these can represent the platform for effective intervention.
Those who have participated in the course found the following particularly helpful:
- Thinking about the wider context of EBSA and why autistic pupils might be at more risk
- Listening to professionals who have knowledge and experience of supporting pupils experiencing EBSA
- Understanding risk and resilience factors around EBSA
- The focus on transition points and how best to support pupils at these times
Schools will:
- benefit from staff participating in the training so they are equipped to share knowledge and understanding, so facilitating a shared approach to supporting children and young people (CYP) who experience EBSA, particularly autistic CYP within the school.
Pupils will:
- benefit from staff supporting them at school gaining knowledge and understanding of EBSA, and why autistic CYP might be at particular risk.
- benefit from staff being more equipped to offer effective support and understand the importance of their voice and collaboration with key people in their lives informing this support.
- explore key psychological models to understand the needs of CYP experiencing EBSA, and why autistic CYP might be at particular risk.
- understand how EBSA is maintained and developed over time.
- understand factors underpinning EBSA as well as risk and resilience factors in relation to EBSA.
- understand the four functions of EBSA.
- understand EBSA within the context of transitions between phases of education.
- understand the different tools to facilitate assessment that can help us understand EBSA and how these are used.
- understand the importance of the pupil voice informing EBSA intervention.
- understand the importance of authentic collaborations between home and education settings, and how these can be achieved.
Anybody who is involved in supporting children and young people who experience EBSA. Together with members of staff based within education settings, this includes members of services supporting schools and/or children and young people (e.g., Outreach services, Attendance and Advisory service, Educational Psychology, School Counsellors etc.)
neurodivergence and disability. An environment can act as either a barrier or a co-regulator for children’s
development, play, and wellbeing. This course explores how to design and adapt early years environments so that they affirm sensory, social, and emotional diversity. Participants will learn how to embed practices that foster belonging, flexibility, and authentic participation for all children
recognise how environments can support or undermine the regulation, participation, and agency of neurodivergent children
apply practical strategies to design spaces, routines, and resources that are responsive to diverse sensory and developmental needs
reflect on how the environment acts as a coregulator and what this means for inclusive early
years pedagogy
Setting SENCO
Childminders
Practitioners
Playworkers
- acquire phonic and spelling via a structured, cumulative, multi-sensory learning programme
- benefit from training from experienced dyslexia specialist teachers
- understand the best ways to improve reading and spelling outcomes
- have staff who are trained to deliver a successful teaching programme
- benefit from a consistent approach to inclusion
- have opportunities to network with colleagues in similar roles within Greenwich schools
- gain access to specialist advice and support from both internal and external partners
- have dedicated time to reflect, share best practices, and stay current with inclusion practices and statutory requirements
- promote consistency in their inclusion practices
- ensure communication and expectations are of the highest quality