This document summarizes a study that evaluated the impact of a professional learning course on supporting autistic learners in further education (FE) in Wales. The study collected data from teachers and lecturers who completed the Postgraduate Certificate in Autism course. It found that the course helped develop educators' understanding of supporting autistic learners, especially around transitions into and out of college. It also identified key areas of effective practice, such as learner participation and independence, as well as areas for improvement like appropriate learning spaces and student-centered support. Interviews further revealed that the course confirmed existing knowledge and understanding of differences for autistic learners, and that professional identities influence what is learned.

1. Evaluation of the Impact of
Professional Learning (PL) for Autistic
Learners in FE in Wales
Dr. Carmel Conn, Neil Mahoney, Yasmeen Multani, Jodie Rees
School of Education, Early Years and Youth Work, Faculty of Life Sciences
and Education, University of South Wales

2. Background to the study
• In Wales, major educational reform is currently taking place-includes
the development of a new curriculum, but also includes overhaul of the
legislative framework for children and young people with additional
learning needs (ALN) (Welsh Government, 2019).
• Considerable investment has been made in professional learning for
ALN professionals in order to develop workforce readiness.
• A cohort of teachers and lecturers from 13 FE colleges across Wales
enrolled on the Postgraduate Certificate in Autism course in 2020-2021.
The course is taught at Uni of South Wales.

3. Background to the study
• As part of the course, students are required to carry out a
professional enquiry project, using this as a way of applying learned
concepts to real life contexts
• The aim of this study was to evaluate the impact of this professional
learning course that sought to support situated learning and the co-
construction of knowledge within ‘practice-complexes’
• The study sought to explore specific impacts concerning the
development of education and support practices, practitioners’
beliefs, knowledge, values and priorities.

4. The evaluation study
Aim 1: To evaluate the impact of the course on the development of
education and support practices for autistic learners in FE.
Aim 2: To gain insight into teachers’ beliefs, knowledge, values and priorities
in relation to this group of learners.
RQs: What priorities for learning are identified by further education
teachers and lecturers in Wales in relation to autistic learners?
What do further education teachers and lecturers identify as their
important professional learning goals in relation to autistic learners?
How does professional learning focused on working with autistic
learners support the development of inclusive practices within FE
colleges in Wales?

5. Methodology
• Information sought about change in teacher beliefs, knowledge,
values, priorities over course of one academic year.
• Two-phases of data collection - longitudinal element.
• Mixed methods design:
- Phase 1 questionnaire Dec 2020 – n=36 (70% response rate)
- Phase 2 interviews June/July 2021 – 18 participants have self-
selected. Sample includes teachers and leaders and good spread
of colleges.
Boylan et al. 2018; Desimone 2009; Guskey 2002; King 2014

6. Phase 1 findings
• Effective practices were identified by teachers and lecturers as:
learner participation in decision making, promotion of independence
and support to manage stress and anxiety.
• 'Transitions' were highlighted as a key area of support. Transitions
into college identified as area of effective practice. Transitions out of
college (eg. into work) were identified as area for development.
• Other areas for development were identified as: provision of
appropriate spaces and the need to develop effective student-
centered support.
• PL goals for the course were found to be: 'To build on skills and
knowledge', 'To enable better transitions' (mainly out of college) and
'To disseminate knowledge/CPD’.

7. Phase 2 findings
• Findings can be generally categorised into the following themes;
-Practitioners did not acquire new knowledge but had existing
knowledge confirmed
-Practitioners were able to develop a better understanding of difference
in relation to autistic learners
-Professional identities influence what is learned
-Support is understood to be for learners and staff equally

8. References
- Welsh Government (2019) Draft Curriculum for Wales 2022. A Guide
to Curriculum for Wales 2022. Welsh Government. Cardiff.