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Autism and Communication

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City Quay National School, Docklands Dublin, Dublin

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Autism and Communication  

  
 

Communication involves a complex range of both verbal and non-verbal elements. Autistic people often communicate in a different way to non-autistic people and will each have their own communication style and preferences. When these differences are not understood or accommodated, autistic people can experience challenges in social interaction.  

 

Moreover, most autistic children are gestalt language processors.  This means that they tend to process language in “chunks” or long scripts (echolalia), as opposed to single units.  Gestalt language processors require a different approach to traditional language therapy.   

 

This course explores communication differences for autistic people and how supportive strategies can be put in place to aid mutual understanding.  

  
Expected Outcomes  
Participants will 

  

  • Expand knowledge of the core issue of communication differences for children and young people with Autism 

  • Recognise differences in social attention as a basis for interaction and learning and how to support these. 

  • Reflect on their own interaction style and how this impacts the autistic young person.  

  • Develop an understanding of language development in autism and strategies to support children and young people with communication differences. 

Notes

Location

City Quay National School

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Dee Hogan

Dee Hogan

Dee Hogan is an Autism Trainer/Advisor in Middletown Centre for Autism. Dee has extensive experience teaching and supporting autistic children and young people. Her experiences include Pre-school, Early Intervention ASD Classes,S Primary ASD Classes, Mainstream Primary and Special Schools. She has written, lectured and assessed modules on the Special Needs Assistant and Level Four Autism qualification, as professional development for parents and professionals. Dee has also worked as a part time Lecturer with University College Cork designing and delivering the Diploma in Autism Studies as well as providing training for teachers, third level students, parents and professionals. Dee’s training specialism is Promoting Positive Behaviour, Early Intervention, Classroom Strategies, and Transitions. Dee holds a MEd in Special Education Autism from the University of Birmingham.

Autism and Anxiety Management

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City Quay National School, Docklands Dublin, Dublin

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Autism and Anxiety Management 

 
Primary aged autistic children may experience anxiety in many situations, with some experiencing significant anxiety difficulties. For many, school is a major source of stress.  

 
This session is an introduction to strategies that can be used to alleviate the experience of anxiety in autistic children.  
This will include: 

  • An introduction to cognitively based strategies  

  • An introduction to relaxation-based strategies 

  • How to develop student centred strategies to deal with anxiety. 

 
Expected Outcomes 
Participants will:  

 

  • Understand how the difficulties experienced, including sensory difficulties, can contribute to the development of anxiety. 

  • Understand how anxiety can escalate and may result in an emotional dysregulation 

  • Develop some simple strategies to prevent and respond to the escalation of anxiety. 

  • Understand the basics of cognitively based management approaches. 

 
Course Overview 

  • Anxiety triggers and build up. 

  • “On the spot” anxiety management strategies. 

  • Developing a stress kit. 

Notes

Location

City Quay National School

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Frances O'Neill

Frances O'Neill

Frances O’Neill is an Autism Trainer/Advisor in Middletown Centre for Autism. Frances has worked in Special, Post Primary and Further Education settings. She holds Post Graduate Certificates and Diplomas in Education and an MSc in Autism.

Autism and Sensory Processing

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City Quay National School, Docklands Dublin, Dublin

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Sensory processing refers to the ability of a child to register, interpret and respond to sensory information. This is a complex process involving all the sensory systems, auditory, gustatory, visual, olfactory, tactile, proprioception, vestibular, and interoception.  

 

When sensory processing is working well, a child can fully engage in daily functional activities and social interaction. Sensory processing differences are prevalent in autistic children and can affect every aspect of development and daily life. 

 

This session examines the sensory processing differences experienced by many autistic children and will demonstrate how such differences impact on learning, play, social interactions, and personal care for the primary school aged child. 

 

Expected Outcomes 

Participants will: 

  • Develop an understanding of the sensory processing differences. 

  • Understand how sensory processing differences can affect the child’s experience at school, home, and other settings 

  • Understand how sensory processing differences can present in an autistic child. 

  • Understand how sensory processing differences can influence the child’s participation in daily activities. 

Notes

Location

City Quay National School

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Kate Cullen

Kate Cullen

Kate Cullen is an Autism Specialist Occupational Therapist for children and young people. She has Postgraduate qualifications in Sensory Integration, including SIPT registration and is an Advanced Sensory Integration Practitioner. Kate works within a Child and Adolescent Autism diagnostic and intervention Service. She is a tutor and assessor for the graduate Certificate in Autism Studies course delivered in partnership with Middletown Centre for Autism and Mary Immaculate College, Limerick. Kate previously worked as an Occupational Therapist for Middletown Centre for Autism and in Special Schools with children and young people with physical disabilities, developmental disorders, and autism, aged 3-19 years, providing assessment, intervention within trans-disciplinary and multiagency teams. She has experience writing and delivering training on autism related topics to parents, professionals, undergraduate and postgraduate students. She has delivered programmes in schools and homes addressing difficulties in engaging in personal care, life skills, leisure, school, and work as result of motor coordination, sensory processing, sensory motor and perception for children and young people with autism. She has training in a variety of therapeutic approaches

Autism, Learning Style, and Visual Teaching Methods

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City Quay National School, Docklands Dublin, Dublin

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Autism, Learning Style, and Visual Teaching Methods



Visual strategies are often seen as the baseline for learning support strategies as they:


• Complement the learning style of many autistic children, young people, and adults.
• Can be introduced alongside other methodologies.
• Are adaptable, portable and can be used flexibly across environments.

 

The use of visual strategies can have a positive impact on how an autistic child experiences family, community, and school life. This session will address why visual teaching methods work. Delegates be more able to adapt the school or family environment and individualised activities in order, to enhance learning, play or leisure, academic and life skills.


Expected Outcomes


The audience will:

 

Understand how visual strategies support the learning style of autistic children and young people


Understand how visual supports may improve the learning experience in school,  home and wider community.


Learn how to develop visual supports and implement visual strategies in a practical manner.

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Notes

Location

City Quay National School

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Jill McCanney

Jill McCanney

Jill McCanney is an Autism Trainer/Advisor and Autism Specialist Occupational Therapist in Middletown Centre for Autism. She has Postgraduate qualifications in Sensory Integration, including SIPT registration, and has been a tutor on the Sensory Integration MSc course. She also holds a Master’s in Clinical Research. Jill worked in Special Schools for over seven years prior to commencement of her current post. She has extensive experience in the assessment of sensory motor difficulties and in the development and provision of intervention programmes for autistic students.