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This course is designed to support SNAs and school staff in understanding autism and creating inclusive, supportive learning environments. Across a series of practical modules, participants will explore the characteristics of autism, the importance of structure and routine, the impact of the classroom environment, and the use of visual supports and communication strategies. The course also focuses on promoting student independence, understanding sensory needs, and applying effective, evidence-informed approaches to support autistic students in everyday classroom settings.

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What you will learn:

  • Autism is a neurodevelopmental difference, and every student presents uniquely. Effective practice begins with understanding each learner’s strengths, needs, and preferences rather than trying to “fix” behaviours.
  • A well-structured classroom with clear routines, visual supports, and predictable systems reduces anxiety and allows students to focus on learning. Structure supports both engagement and independence.
  • Small changes such as decluttering, reducing visual distractions, using neutral colours, and creating defined spaces can significantly improve attention, regulation, and comfort for autistic students.
  • Many autistic students benefit from visual schedules, task systems, and alternative communication supports (e.g. PECS). These tools help students understand expectations and navigate the school day successfully.
  • All strategies: structure, visuals, routines, and supports; should aim to build independence over time. This includes reducing adult prompting, scaffolding tasks effectively and empowering students to manage their own learning.
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Magdalena Landziak

Magdalena Landziak is a passionate educator and experienced Special Needs Assistant with over 10 years of experience supporting children with additional needs in a primary school. She works as a tutor delivering QQI Level 5 and 6 SNA courses and provides CPD training for various Education Centres across Ireland. Recognising the need for ongoing, tailored support for SNAs, Magdalena founded SNA Academy to deliver practical, research-informed training and resources. She is also the Editor of AMYGDALA – the First National Magazine for SNAs, sharing insights, strategies, and inspiration to enhance inclusive practice in schools. Magdalena holds a Master’s degree in Inclusive Education and SEN, as well as a Postgraduate Certificate (level 9) in 21st Century Teaching and Learning from Trinity College Dublin.
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