Autism Awareness

Aim of the course

The course aims to give healthcare assistants working in adult care homes the knowledge and practical awareness needed to support autistic residents safely, respectfully and consistently.

It helps learners understand autism from a person-centred and neurodiversity-affirming perspective, make reasonable adjustments, recognise communication and sensory needs, reduce avoidable distress and support autonomy, inclusion and quality of life.

The course is not designed to make autistic people behave in a more neurotypical way or suppress harmless autistic characteristics.

Scope of the course

This course is primarily suitable for:

1. Healthcare assistants
2. Care assistants and support workers
3. Senior carers and team leaders
4. Nurses and nursing associates
5. Activity coordinators
6. Care-home managers and deputy managers
7. New employees and existing staff requiring refresher training

It focuses on supporting autistic adults in residential and nursing care settings. The learning may also be relevant to supported living and other adult social care services, but workplace procedures and individual support plans must always be followed.

The course supports relevant requirements and principles under:

1. Autism Act 2009
2. Equality Act 2010
3. Care Act 2014
4. Mental Capacity Act 2005
5. Human Rights Act 1998
6. Health and Care Act 2022
7. Health and Social Care Act 2008 (Regulated Activities) Regulations 2014
8. Care Certificate Standard 16: Awareness of Learning Disability and Autism
9. Oliver McGowan Code of Practice on Statutory Learning Disability and Autism Training
10. CQC’s Right Support, Right Care, Right Culture guidance

CQC-registered providers must ensure staff receive learning disability and autism training appropriate to their roles. CQC: Training staff to support autistic people and people with a learning disability

Important limitation

This awareness course provides underpinning knowledge but should not be marketed as automatically satisfying the complete statutory training requirement.

The final Oliver McGowan Code of Practice, effective from 6 September 2025, includes expectations concerning training content, role-appropriate levels, delivery methods, involvement of autistic people and people with learning disabilities, monitoring and evaluation. Employers must ensure their overall training arrangements meet the code. GOV.UK: Oliver McGowan Code of Practice

The course also does not qualify learners to diagnose autism, provide specialist behavioural interventions or independently manage complex clinical presentations.

Topics covered

1. Meaning of autism and neurodiversity
2. Autism as a lifelong spectrum
3. Individual differences, abilities and support needs
4. Difference between autism and learning disability
5. Common misconceptions and harmful stereotypes
6. Respectful and individualised language
7. Person-centred and strengths-based support
8. Understanding communication differences
9. Verbal, non-verbal and alternative communication
10. Processing time and checking understanding
11. Avoiding forced eye contact, speech or physical contact
12. Sensory processing and sensory preferences
13. Noise, lighting, smells, textures, temperature and personal space
14. Reasonable adjustments in a care-home environment
15. Predictability, routines and preparation for change
16. Visual schedules, social information and communication aids
17. Repetitive movements, interests and self-regulation
18. Masking and the impact of sustained social demands
19. Understanding behaviour as communication
20. Early indications of anxiety, overload or distress
21. Meltdowns, shutdowns and appropriate staff responses
22. Low-arousal and preventative approaches
23. Pain, illness and changes from the person’s usual presentation
24. Diagnostic overshadowing and access to healthcare
25. Eating, drinking, sleep and personal-care considerations
26. Consent and the Mental Capacity Act 2005
27. Independence, choice and positive risk-taking
28. Restrictive practices and least-restrictive support
29. Safeguarding, discrimination and professional curiosity
30. Working with families, advocates and specialist professionals
31. Person-centred care planning and accurate documentation
32. Reporting concerns and reviewing support

Learning outcomes

By the end of the course, learners should be able to:

1. Define autism using respectful and current terminology.
2. Explain why autism presents differently in every person.
3. Distinguish autism from a learning disability and mental illness.
4. Identify common stereotypes and explain why they are harmful.
5. Recognise an autistic person’s strengths, preferences and individual support needs.
6. Describe how autism may influence communication and information processing.
7. Adapt communication without forcing speech, eye contact or physical contact.
8. Explain the importance of allowing adequate processing time.
9. Identify sensory factors that may affect comfort, participation and wellbeing.
10. Describe reasonable adjustments appropriate to a care-home environment.
11. Explain how routines, preparation and predictability can reduce anxiety.
12. Use visual or alternative communication methods appropriately.
13. Recognise that repetitive movements or focused interests may support self-regulation.
14. Identify possible early indications of sensory or emotional overload.
15. Distinguish a meltdown or shutdown from deliberate misconduct.
16. Describe safe, calm and non-punitive responses to distress.
17. Recognise that pain or illness may be communicated through changes in behaviour.
18. Explain the risks of diagnostic overshadowing.
19. Apply the principles of consent and the Mental Capacity Act 2005.
20. Promote independence, choice and positive risk-taking.
21. Identify restrictive or discriminatory practices that should be challenged.
22. Contribute to an individualised autism support or care plan.
23. Record and report changes, concerns and reasonable adjustments accurately.
24. Seek appropriate guidance when needs exceed the limits of the HCA role.

CQC highlights the importance of adapting communication and sensory environments around the individual rather than expecting the autistic person to fit unsuitable services. CQC: Perspectives of autistic people using services