Autism in the Classroom: Early Signs, Co-occurring Needs, and Partnering with Families
Build a practical, current foundation for teaching autistic students: what autism looks like in the classroom, how to notice and describe early signs, how autism overlaps with other needs, and how to partner with families from the first conversation.
- 3 CE Hours
- 5 Modules
- Narrated Video Lessons
- Self-Paced
- Certificate on Completion
Watch a free preview: Module 1
See how the course teaches before you enroll. This 9-minute video covers what autism can look like in a school day, the latest CDC numbers, why a diagnosis and an IEP are not the same, and affirming, strengths-based teaching.
Course Overview
About 1 in 31 eight-year-olds in the United States has been identified with autism, so nearly every teacher teaches autistic students, and many of those students have not been identified yet. Teachers are often the first adults to notice a pattern, and what you notice and how you describe it shapes what happens next.
This course is written for classroom teachers, special educators, paraprofessionals and other school staff. You will learn what autism is in plain language, what early signs look like at different ages, how autism overlaps with ADHD, anxiety and other needs, who tends to be missed, and how to talk with families with confidence and care.
Each module includes a narrated video, short readings, classroom scenarios and practice activities.
Learning Objectives
When you finish this course, you will be able to:
- Describe the two core areas of autism in plain language and explain how a medical diagnosis differs from special education eligibility.
- Recognize early signs of autism at different ages and write clear, observable notes to share with your school team.
- Identify common co-occurring needs, such as ADHD, anxiety and sensory differences, and choose classroom supports for the whole student.
- Explain why autism is identified late or missed in some students, and apply the same consistent, observation-based steps for every student when raising concerns.
- Use a respectful, structured approach to share observations with families and plan next steps together.
Course Modules
Five modules move from foundations to noticing, supporting and partnering with families.
How to Complete This Course
- Watch the module video Each module opens with a short narrated video.
- Complete the readings and activities Work through each part’s reading and classroom scenarios, then review the takeaways.
- Complete all five modules Move through the modules in order; each builds on the one before.
- Pass the final assessment Score at least 80%. Retakes are unlimited.
- Download your certificate Your certificate lists the course, completion date, CE hours and presenter.
Continuing Education Hours
Online, self-paced
Your certificate documents the course title, completion date, hours and presenter. Educators are responsible for confirming that this course meets the requirements of their state education agency, school district or certifying organization.
IBCCES certification holders: this course is focused on autism and covers early identification, co-occurring conditions and parent communication. Keep your certificate with your renewal records; IBCCES decides which hours it accepts.
Who This Course Is For
Classroom teachers (PreK–12), special educators, paraprofessionals, educational diagnosticians, counselors and administrators who want a practical, current understanding of autism in schools.
Course Instructor
Jaime Flowers, Ph.D., NCSP, LEP, BCBA
School psychologist and board-certified behavior analyst
Educator CE
Course Information
- Level: Introductory to intermediate
- Format: Self-paced online course with narrated video, readings and interactive activities. No live sessions.
- Access period: 1 year from enrollment.
- Instructor and content developer: Jaime Flowers, Ph.D., NCSP, LEP, BCBA
- Conflict of interest: Dr. Flowers owns Educator CE and receives revenue from course sales, including this course. No other relevant financial or nonfinancial relationships are reported.
- Commercial support: None.
- Accessibility: Need an accommodation? See our Accessibility & Accommodations page.
- Questions or complaints: See our Complaint & Grievance Procedure.
Limitations
This course builds awareness and practical classroom skills. It does not train participants to diagnose autism or determine special education eligibility; those decisions are made by qualified professionals and school teams. Prevalence figures come from CDC surveillance at 16 U.S. sites and may not reflect every community, and state and district procedures vary. Case examples are simplified for teaching.
Key References
- Centers for Disease Control and Prevention. (2024). Signs and symptoms of autism spectrum disorder. https://www.cdc.gov/autism/signs-symptoms/index.html
- Hyman, S. L., Levy, S. E., Myers, S. M., & Council on Children with Disabilities, Section on Developmental and Behavioral Pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447
- Shaw, K. A., Williams, S., Patrick, M. E., et al. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years — Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022. MMWR Surveillance Summaries, 74(SS-2), 1–22. https://www.cdc.gov/mmwr/volumes/74/ss/ss7402a1.htm
- Steinbrenner, J. R., Hume, K., Odom, S. L., et al. (2020). Evidence-based practices for children, youth, and young adults with autism. National Clearinghouse on Autism Evidence and Practice. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
- Assistance to States for the Education of Children with Disabilities, 34 C.F.R. Part 300. https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300