Understanding Autism Level 2 Course
Our Level 2 Certificate in Understanding Autism course will help you learn how autism affects people and the best approaches for providing support for individuals with autism.
This is a free online autism course that will help improve your autism awareness.
Accredited by NCFE Cache, the Level 2 Certificate in Understanding Autism is a valuable qualification for providing support to individuals with autism in sectors such as:
- social care
- education and training
This is a knowledge only qualification so work experience isn’t required as part of the course.
After completing this course, you’ll receive a ‘Level 2 Certificate in Understanding Autism’ to add to your CV!
|Unit ref (assigned by AO)||Unit no.||Unit title||Unit type||Level||Credit||Guided learning hours|
|Unit 01||H/507/2764||Introduction to autism||Knowledge||2||4||36|
|Unit 02||K/507/2765||Using a person-centred approach to support individuals with autism||Knowledge||2||2||20|
|Unit 03||M/507/2766||Communication and social interaction in individuals with autism||Knowledge||2||3||22|
|Unit 04||T/507/2767||Sensory processing, perception and cognition in individuals with autism||Knowledge||2||2||20|
|Unit 05||A/507/2768||Supporting positive behaviour in individuals with autism||Knowledge||2||3||24|
|Unit 06||F/507/2769||Supporting individuals with autism to live healthy and fulfilled lives||Knowledge||2||4||30|
On average, this course takes 12 weeks to complete. This is based on 12 hours learning time per week. However, the duration will vary depending on speed of learning and current ability.
This course is funded by the government and is subject to eligibility criteria. Please visit www.thinkemployment.com/eligibility-checker/ for more information.
Getting started on this course is easy!
Sign up using our online enrolment form
Click the ‘apply now’ button above, or visit www.thinkemployment.com/eligibility-checker to start your application for the course of your choice.
Complete our short pre-course assessment
Once you have submitted the online form you will be sent a short-pre course assesment to complete via email. This simply allows us to establish your starting points and ensure the course is right for you.
Recieve your log in and you’re ready to go!
After completing the assessments a member of the Think team will give you a call to confirm your details and provide you with your login details. As soon as you receive them you are free to start your learning!
Unrestricted Online Learning
This online course allows you to work around your busy schedule, whilst still providing you with high-quality, 1-1 tutor support.
In addition to 24/7 access to learning materials, we provide free, optional, online webinars that you can watch live or play back at a later date. They allow you to learn directly from a tutor and interact with others on your course. Ask questions, get clarification and be part of a learning community.
On demand playback
Missed a webinar? Don’t worry! All sessions are recorded and allow you to watch back at a time that suits you.
Want to learn at any hour of any day? No problem! Our learning platform gives you 24/7 access to your learning materials, so you can learn at a time that suits you.
Unlimited tutor support
You will be assigned a personal tutor who will be able to help you at every step of the way. Contactable via phone, email or video call.
After completing the course, you will be awarded with a fully-accredited, nationally-recognised qualification to help you find work or access higher education.
What you’ll learn on our Understanding Autism Level 2 Course
Unit 01: Introduction to autism
This unit includes; an introduction to autism, covering what is meant by ‘autism’, theories and diagnosis. You’ll also learn about common misconceptions associated with autism and conditions that can co-occur with autism.
1. Understand what is meant by ‘autism’.
1.1. Describe the following social and communication disorders:
- autistic spectrum condition
- Asperger syndrome
- high-functioning autism (HFA).
1.2. Explain how autism can be considered as a spectrum condition.
1.3. Explain why it is important to recognise that autism is a lifelong condition.
2. Know theories that relate to autism.
2.1. Outline the following theoretical models in relation to identifying autism:
- Wing and Gould.
2.2. Explain how the terms ‘neurodiverse’ and ‘neurotypical’ are used in relation to autism.
3. Know how autism is diagnosed.
3.1. Outline the current guidelines for the diagnosis of autism in the UK.
3.2. Describe the difficulties surrounding the diagnosis of autism in relation to:
- formal diagnosis
- the range of different diagnoses on the spectrum.
3.3. Give reasons why people may be reluctant to seek a diagnosis.
3.4. Explain why it is important for individuals to have a formal diagnosis.
3.5. State the prevalence of autism in the UK.
4. Understand the characteristics that may be present in individuals with autism.
4.1. Describe the main characteristics found in individuals with autism.
4.2. Describe how these characteristics can vary from individual to individual.
4.3. Outline what is meant by the ‘triad of impairments’.
4.4. Identify positive and negative points of the triad of impairments.
5. Know about conditions that commonly co-occur with autism.
5.1. Explain the following conditions that may co-occur with autism:
- mental ill-health
- learning disability.
5.2. Describe other conditions that may co-occur with autism.
5.3. Describe the concerns that can arise from these co-occurring conditions.
6. Understand common misconceptions surrounding autism.
6.1. Describe how attitudes and lack of understanding can compound the difficulties of individuals with autism.
6.2. Give examples of how autism can be misrepresented in the media.
6.3. Describe how discrimination against individuals with autism can occur inadvertently in society.
Unit 02: Using a person-centred approach to support individuals with autism
This unit covers using a person-centred approach to support individuals with autism, incorporating the preferences and needs of the individual. You’ll also learn about legislation and guidance, and the support networks available to individuals and their families.
1. Know how legislation and guidance underpins support for individuals with autism.
1.1. Outline the key points of current legislation and guidance in relation to:
- equality and disability rights
- special educational needs
- mental capacity and best
1.2. Outline how legislation and guidance can be used to support individuals with autism.
2. Understand how to support individuals with autism using a person-centred approach.
2.1. Describe what is meant by ‘person-centred support’.
2.2. Explain why it is important to treat the person with autism as an individual.
2.3. Give examples of how support can be provided in a way that is:
2.4. Give examples of how the rights of individuals with autism can be promoted.
2.5. Describe how to incorporate the preferences and needs of individuals when providing support.
2.6. Explain why it is important to work with each individual’s strengths and abilities to enable them to achieve their potential.
2.7. Give examples of the contribution that informal networks can make to supporting individuals with autism and their families.
2.8. Explain the importance of working in partnership with the individual and others.
2.9. Outline the principles of confidentiality in relation to supporting individuals with autism.
Unit 03: Communication and social interaction in individuals with autism
This unit covers the potential delays and difficulties in speech, language, and social development sometimes faced by individuals with autism. It also covers methods and strategies that could be used when communicating with an individual with autism.
1. Understand speech, language and communication in individuals with autism.
1.1. Outline the processes required to communicate using:
1.2. Describe how speech and language development may be delayed or affected for individuals with autism.
1.3. Describe different forms of communication used by individuals with autism.
1.4. Describe the difficulties an individual with autism may have in communicating verbally when:
- processing verbal information
- interpreting verbal information.
2. Understand how social interaction may differ in individuals with autism.
2.1. Describe how social development may be delayed or affected for individuals with autism.
2.2. Describe the difficulties individuals with autism may experience with social interaction.
2.3. Explain the links between social development and speech and language development.
3. Know strategies that are used to support communication and social interaction for individuals with autism.
3.1. Identify a range of methods that could be used when communicating with an individual with autism.
3.2. Outline a range of strategies that could be used to support communication and social interaction.
3.3. Describe how communication can be adapted to meet the needs and preferences of each individual.
3.4. Explain how a constructive environment can be created to aid communication and social interaction.
3.5. Describe the role of specialists in supporting communication and social interaction.
Unit 04: Sensory processing, perception and cognition in individuals with autism
In this unit, you’ll gain an understanding of sensory processing, perception, and cognition in individuals with autism – including looking at hypersensitivity and hyposensitivity. You’ll also learn about how to support the sensory needs of individuals with autism.
1. Understand how individuals with autism process sensory information.1.1. Outline how differences in processing sensory information may affect each of the senses.
1.2. Define what is meant by:
1.3. Outline why individuals with autism may experience balance difficulties (vestibular sense).
1.4. Explain how individuals with autism may experience difficulties with body awareness (proprioception).
1.5. Give examples of behaviours that may suggest an individual is hyposensitive or hypersensitive.
2. Know how to recognise and support sensory needs.
2.1. Identify examples of the type of environments and situations that might contribute to an individual experiencing sensory overload.
2.2. Give examples of how individuals with autism may respond when experiencing sensory overload.
2.3. Outline strategies that can be used to support individuals experiencing sensory overload.
2.4. Describe how to create a ‘low arousal’ sensory environment.
2.5. Give examples of ways to increase sensory stimulation.
2.6. Describe the benefits of sensory activities for individuals with autism.
2.7. Outline how sensory differences may have an influence on an individual’s dietary preferences.
2.8. Explain how to support the dietary preferences of individuals with autism.
3. Understand the cognitive difference individuals with autism may have in processing information.
3.1. Outline the difficulties an individual with autism may have with:
- processing information
- predicting the consequences of an action
- organising, prioritising and sequencing
- understanding the concept of time.
3.2. Describe strategies that could be used to support an individual with autism to complete activities/tasks.
Unit 05: Supporting positive behaviour in individuals with autism
In this unit, you’ll learn to understand individuals’ behaviours in the context of autism. As well as, how to support positive behaviour and help individuals to develop coping strategies.
1. Understand behaviour within the context of autism.
1.1. Explain why an individual’s behaviours may need to be considered within the context of autism.
1.2. Explain how these behaviours may influence the way individuals with autism interact with others.
1.3. Explain how the behaviour of others may impact on an individual with autism.
1.4. Explain why individuals with autism may find changes to their routine distressing.
1.5. Outline strategies that can be used to support individuals to cope with changes to routine and structure.
1.6. Outline the approaches that can be used to reduce prompt dependency in individuals with autism.
1.7. Outline strategies to support an individual’s obsessions and special interests.
2. Know how to support positive behaviour.
2.1. Outline how behaviour can be interpreted as a form of expression.
2.2. Identify a range of factors that may be associated with behaviour that challenges.
2.3. Outline the advantages and disadvantages of using proactive strategies and reactive strategies to support positive behaviour in individuals with autism.
2.4. Explain the importance of positive reinforcement.
2.5. Outline approaches that could be used to support positive behaviour.
3. Understand how to support individuals to develop coping strategies.
3.1. Explain how an individual with autism’s behaviour can have an impact on them and others.
3.2. Give examples of the following strategies that can be used in relation to behaviour that challenges:
- de-escalation techniques
- coping strategies.
3.3. Describe ways to support an individual who is anxious and struggling to contain their own behaviour.
3.4. Describe how to support individuals to understand their behaviour in terms of:
- events and feelings leading up to their actions
- the consequences of their behaviour.
3.5. Describe how family members can be supported to cope with behaviour that challenges.
3.6. Identify sources of support in relation to behaviours that challenge for the individual with autism and their family.
Unit 06: Supporting individuals with autism to live healthy and fulfilled lives
This unit covers how to support individuals through transitions and life events, how to maintain their personal safety, and how to access services, facilities and employment opportunities. You’ll gain an understanding of what it’s like for an individual to live with Autism.
1. Understand the experience of living with autism.
1.1. Outline the potential effects of living with autism on an individual’s:
- development and puberty
- education, employment and life chances
- access to services and facilities.
1.2. Describe the impact on family members of supporting:
- a child or young person with autism
- an adult with autism.
1.3. Identify positive aspects of living with autism.
2. Know how to support individuals to maintain their personal safety.
2.1. Identify factors that may compromise the personal safety of an individual with autism.
2.2. Give reasons why people with autism may be vulnerable to:
2.3. Outline ways to safeguard against the bullying and exploitation of individuals with autism.
2.4. Outline strategies that individuals can use to protect themselves from harm and abuse.
2.5. Describe ways to support individuals to use the internet and social media safely.
3. Understand the purpose of positive risk-taking.
3.1. Identify aspects of everyday life in which risk plays a part.
3.2. Outline the benefits individuals can gain from positive risk-taking.
3.3. Explain how risk assessment can be used with individuals and others.
4. Know how to support individuals with transitions and life events.
4.1. Identify a range of life events and transitions that individuals may experience.
4.2. Give reasons why individuals with autism may find these transitions difficult.
4.3. Identify ways that individuals can be supported through transitions.
4.4. Describe how to involve others in the transition process.
5. Know how to support individuals to access services and facilities.
5.1. Identify the support an individual may need to access:
- education and training
- leisure services.
5.2. Outline the rights of individuals with autism in relation to accessing services and facilities.
5.3. Give examples of reasonable adjustments that could be made for individuals with autism.
5.4. Outline the support available for individuals and families from rights groups and community support organisations.
6. Know how to support individuals with employment.
6.1. Identify barriers that people with autism may face in gaining employment.
6.2. Describe how individuals can be supported with:
- gaining employment
- starting employment
- continuing employment.
6.3. Identify organisations and agencies that support individuals with autism into employment.