Training Programmes
The NEN Inclusive Practice Development Programme
Kent has purchased an all phase licence.
“The NEN Inclusive Practice Development Programme supports schools and local authorities to deliver SEND reform in practice. It builds inclusive, needs-led systems through workforce development, adaptive teaching and early identification, improving outcomes for neurodivergent learners while reducing reliance on specialist provision.”
The training Courses for the three phases:
All NEN Training Content Details
Making Sense of Autism
This module is an awareness-raising module for all staff in the community. The module introduces autism and the areas of difference, which can include Social Understanding and Communication, Flexibility, Information Processing and Understanding and Sensory Processing and Integration. It explores the areas of difference in terms of strengths and support needs and identify some initial reasonable adjustments that need to be considered when working with autistic pupils.
Learning objectives
After completing ‘Making Sense of Autism’, participants will be able to:
- Approach autism as a difference rather than a deficit.
- Recognise the three areas of difference for autistic pupils and the importance of identifying strengths and differences
- Listen to and learn from the perspectives of autistic pupils and their parents/carers
- Reflect on their practice and implement reasonable adjustments to support autistic pupils.
This training is supported by the NEN Autism Standards Framework audit tool.
To support settings to make appropriate physical adaptions to environments to support Sensory Processing and Integration and other physical needs. Access the Autism Design Principles for Schools document.
Good Autism Practice
This is a module provides information around how to implement Good Autism Practice. It is for practitioners who work directly with autistic children in settings. This module focuses on the importance of getting to know a child or young person and how their autism affects them. Looking at distressed behaviours and how these can be supported through a range of strategies, approaches and reasonable adjustments. The module guides you on how to gather information about a child interests, aspirations, strengths and differences and how this information can be used when developing a Pupil Centred Education Plan.
Learning Objectives
After completing ‘Good Autism Practice in Schools’, participants will be able to:
- Understand that autism is a difference rather than a deficit or disorder
- Recognise the Three Areas of Difference in autism and how these can affect autistic pupils
- Be confident in using the Autism Competency Framework
- Involve the Autistic pupil and their family in decisions
- Use a range of approaches, strategies and adaptions to remove barriers to learning
- Collect information for a Pupil Centred Education Plan
- Ensure inclusive practice for all autistic pupils.
This training is supported by the NEN Autism Competency Framework.
Understanding Autism and Anxiety
This module will help to identify causes of anxiety and consider reasonable adjustments that be made to support autistic pupils. Anxiety is one of the top concerns for autistic people, their families and the professionals who work with them. Through the voices of those with lived experience this module will help to identify causes of anxiety and consider reasonable adjustments that can be made to support autistic pupils, with the aim of creating long lasting impactful change to the education environment.
Learning Objectives
After completing ‘Understanding Autism and Anxiety’, participants will be able to:
- Understand that autism is a difference rath than a deficit or disorder
- Recognise the Three Areas of Difference in autism and how these can impact on a pupil’s levels of anxiety
- Recognise the first step to helping an autistic pupil is to learn about them, their triggers and their preferred means of support
- Reflect on your practice and implement reasonable adjustments to reduce anxiety in autistic pupils
Transition
This module aims to provide the knowledge, skills and understanding to plan successful transitions for autistic pupils and implement processes to improve the education and wellbeing of children and young people in the settings.
Learning Objectives
After completing ‘Transition’, participants will be able to:
- Identify examples of school transitions and understand whether these might be described as ‘macro’ or ‘micro’
- Understand the demands of transitions across phases for all children but especially autistic children and young people
- Be able to identify why autistic children and young people require enhanced support reduce the negative impact of transitions on their education and well being
- Apply knowledge of the strategies that can be used to support autistic children and young people with transitions in schools.
"Good information on Transitions to and from setting, ideas and strategies to implement."
Delegate Feedback from a Maidstone Primary School
Leadership, Inclusion and Structural Reasonable Adjustments
This module will help leaders to understand what is needed to fully embed an inclusive culture. It looks at education legislation and guidance surrounding inclusion, the steps required to lead culture change and the importance of considering structural reasonable adjustments surrounding inclusion, and AET resources to support leaders with this.
Learning Objectives
After completing, ‘Leadership, Inclusion and Structural Reasonable Adjustments’, participants will be able to:
- Be able to develop a culture where autistic children and young people feel listened to, supported and included
- Have the skills, tools and confidence to lead change in your setting
- Have a good understanding of educational legislation related to inclusion
- Be able to reflect on and plan next steps for what is required
- Be able to lead change and fully embed an inclusive culture
- Understand how to embed the autism Standards Framework to improve good autism practice
Links to additional materials:
- Good Autism Practice Report 2019
- Why words matter – Terminology Guide
- Exclusion Guide for Governing Bodies
How to book NEN (Neuroinclusive Education Network) Training
"I thought the children’s stories in videos, anecdotes and reflections on their feelings as a child with Autism were invaluable."
Delegate feedback from Folkestone Secondary School 2026
"Validating what we do and also reminding us of the language to use."
Delegate feedback Canterbury Primary School 2026
The Training Principles
‘Underpinning the NEN training are eight key principles that provide a framework for the development of good quality education for all autistic children and young people and their families. They aim to support practitioners to meet the specific learning needs of autistic children and young people, as well as provide pointers to teaching approaches, methods, and resources to use in educational provision and practice. The underpinning ethos and values behind the principles focus on the need for mutual adaptation on behalf of the person with autism and those who live or work with that person. This means encouraging settings and practitioners to reflect on the dynamic relationship between the children and young people and those around them, understanding the way the person processes and experiences the world and on finding ways to empower and give the autistic children and young people control over their learning’.
Good Autism Practice Report 2019
"I found the different sections both interesting and useful. I will incorporate the handouts when I interact with the children."
Delegate Feedback from a Canterbury Nursery
