Autism, ADHD and Neurodiversity Education Training Survey (Parent & Carers)

Question Title

* 1. What training do you feel schools need in order to develop their Autism provision?

Key strategies for autism

Adapting strategies for the individual child’s needs

Sensory needs

Reasonable adjustments

Anxiety & autism

Post-Covid anxiety

Social skills & communication

Autism supportive classrooms

Girls & autism

Transitions in the school

Transitions across educational phases

Emotional regulation

Theories

Behaviours that challenge

Emotional Literacy

Mindfulness

Co-occurring needs

Autism & mental health

Autism & attendance

Early intervention

Myths and misconceptions

Demand avoidance

Autism & physical health

Puberty, sex & relationships & autism

Safeguarding

Exam anxiety

Diagnosis

Responding to the voice of young people

Identifying needs/strategies through observation

Working with parents

Autism & learning disability/difficulties

Other (please specify)

Question Title

* 2. What training do you feel schools need to develop their provision for other areas of neurodiversity?

Key strategies for ADHD

Co-occurrence of autism and ADHD

Tics and Tourettes

What is ADHD?

ADHD & medication

ADHD & behaviour that

ADHD and attention

ADHD & executive functioning

Selective mutism

Links to childhood trauma

Specific Learning Difficulties

Other (please specify)

Question Title

* 3. From a parent/carer perspective, what additional support do you feel that schools need to develop and extend their autism provision?

Continued support from Specialist Advisory Teachers

Continued support from other services (Please state which services under "other")

Outreach support

Follow up supportive visits to focus on school provision

Training for school leadership

Schools Autism Lead meetings

Follow up training

Autism kite mark

Autism Standards

Co-training with parents and teachers

Learning walks

Environmental checklists

Support in developing safe spaces

Other (please specify)