Available courses

DAI-DL&CM Designing Autism-Inclusive Digital Literacy & Coding Materials

Digital technology is transforming learning and work, making coding and digital literacy essential—yet many resources fail to support autistic learners.

Despite strong skills in logic and pattern recognition, autistic learners often face barriers like unclear instructions and overwhelming design.

This course focuses on creating inclusive, accessible digital learning materials through practical, collaborative approaches.

Intellectual disabilities Educational needs of children with intellectual disabilities

Dealing with children with intellectual disabilities requires a compassionate, informed and proactive approach to foster their development and well-being. Intellectual disabilities encompass a range of cognitive impairments that affect learning, social interactions and daily living skills. Each child is unique, with varying degrees of disability and individual needs, requiring personalized strategies for effective support. Understanding the nature of this disability and best practices for dealing with it is crucial for parents, teachers and other adults in the child’s life. By creating inclusive, supportive environments and implementing tailored educational and therapeutic interventions, we can help children with intellectual disabilities overcome challenges, build on their strengths and achieve their maximum potential.

FAIT Foundations of Autism-Inclusive Teaching

Autism-inclusive teaching begins with a deep understanding of how autistic learners experience the world and how those experiences shape the way they learn, communicate, and interact in educational settings. When educators begin teaching digital literacy or coding, they are not simply introducing technical skills. They are entering a learning environment where cognitive processing, sensory experiences, communication styles, and emotional regulation may differ significantly from those of neurotypical learners.
Understanding autism therefore becomes the first essential step in building inclusive teaching practices. Without this understanding, educators may unintentionally design lessons that create barriers to participation. With it, educators can design learning environments that recognize strengths, reduce stress, and promote meaningful engagement.