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Autism, Learning Style, and the Impact of Visual Teaching Methods

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Holywell Educate Together National School, Swords, Dublin

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Autism, Learning Style, and the Impact of Visual Teaching Methods
Visual strategies are widely used when working and living with autistic children and young people, as they:
• Complement the learning style of many autistic children, young people and adults
• Can be introduced alongside other intervention strategies. 
• Are adaptable, portable and can be used in most situations. 
The use of visual strategies can have a notable impact on how an autistic child experiences family, community, and school life, as they help to clarify expectations and make abstract concepts more concrete. Visual strategies support children as they develop effective communication, appropriate social interaction, and positive behaviour skills, as well as accessing the curriculum.
This session will cover why visual teaching methods work. Professionals and parents will become more familiar with how their input will reflect a sound evidence base and be more able to adapt the school or home environment and individualised tasks to meet the needs of the child, in order, to enhance learning, play or leisure skills and social interactions. 
Expected Outcomes
• Understand the importance of visual teaching methods.
• Understand how visuals will improve the learning of the child and his or her experiences 
• Develop some visual strategies that can be used to support the child
• Why visuals work for autistic children.
• Using visuals in school or the family home
• How to develop visuals and implement visual strategies.

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Holywell Educate Together National School

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Majella Nugent

Majella Nugent

Majella Nugent is an Autism Trainer/Advisor in Middletown Centre for Autism. Majella has experience teaching and supporting autistic children and young people in schools. Majella’s experiences include Pre-school, Mainstream Primary and Post-Primary and Special Schools across Ireland. Majella also has experience teaching autistic students in Further Education. She has lectured and assessed modules on the Early Childhood Foundation Degree and the Level Three Autism qualification, as professional development for parents and professionals. Majella’s training specialism is Relationship and Sexuality Education, Transitions and Special Education Needs. Majella has contributed to the development of the curriculum as a Professional Associate with CCEA for learners with MLD and co-ordinated specialist trainings including Transition to Higher Education (Ulster University and Trinity College Dublin), 16+ Education and Employment, and Sibling trainings. Majella is an Associate Lecturer on the Post Graduate Certificate with Mary Immaculate College Limerick.

Autism and Communication

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Holywell Educate Together National School, Swords, Dublin

Booking closes

Autism and Communication.
Communication is a multi-faceted, complex interaction involving mastery in many of the following,
• Understanding non-verbal cues  
• Command of tone of voice  
• Command of facial expressions  
• Understanding different purposes of conversation  
• Sense of humour  
• Familiarity with social courtesies  
• Making the abstract concrete  
• Visual structure and predictable routines  
• Activities that provide support for language abilities  
• Interactions that provide focus on peers and self-awareness  
• Generalisations. 
Therefore, communication can be challenging for many autistic children.
Many wish to be socially interactive, make friends and form relationships, be included within the classroom and wider community, but find it difficult because of the many social conventions needed to achieve effective communication.
Autistic children, experiencing such difficulties, may find it hard to understand the messages being given, such as the meaning others put into their voice, the expressions on their faces, and gestures such as waving, pointing or shrugging
Participants will have an increased understanding of
•    How communication is defined. 
•    Communication difficulties 
•    Best practices in supporting the child in the classroom, family home and wider community.
•    The importance of visual information as it remains available long enough to enable the child to focus on it or return to it as needed to establish memory for the message it is communicating.
•    Visual tools provide a non-transient foundation for more effective communication. 
•    How to use the strengths of the autistic child to help him or her communicate effectively.

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Notes

Location

Holywell Educate Together National School

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Tracey McGovern

Tracey McGovern

Tracey McGovern is a Specialist Speech and Language Therapist at Middletown Centre for Autism. She is skilled in the delivery of early intervention programmes and has a keen interest in multi-agency working from the diagnostic process through to intervention in school and home settings. Tracey has considerable experience in training parents and health professionals in the key issues associated with autism. She has also worked widely with education professionals in multi-agency teams as an integral member of an innovative diagnostic and intervention service.

Autism and Sensory Processing

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Holywell Educate Together National School, Swords, Dublin

Booking closes

Autism and Sensory Processing
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, proprioceptive, vestibular, and interoception. When sensory processing is working well, a child can engage in daily functional activities and social interaction. Sensory processing differences are prevalent in autistic children and can affect every aspect of life and development.
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 behaviour for the primary school aged child.
Participants will: 
•    Develop an understanding of the sensory processing differences.
•    Understand how sensory processing differences can affect the child’s experience at school.
•    Understand how sensory processing differences can influence the child’s participation in daily activities.
•    Develop an understanding of general intervention strategies to accommodate sensory processing differences in daily activities at school and beyond.
•    How sensory processing differences can present in an autistic child.
•    Intervention strategies to address sensory processing differences in school or the family home.

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Location

Holywell Educate Together National School

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Aideen Ruttledge

Aideen Ruttledge

Aideen Ruttledge is a Specialist Occupational Therapist for autistic children and young people.  Aideen has worked in a variety of education and health services in Northern Ireland and the Republic of Ireland. This has involved working with children and young people in mainstream schools, special schools, respite and home settings.  She has been involved in the diagnostic process for autistic children and has training in a variety of specific therapeutic approaches including therapeutic listening, attachment theory and handwriting approaches. Aideen has a Master of Science Degree in Sensory Integration from Ulster University. She has carried out research in the area of Sensory Integration, which was recently published in the Irish Journal of Occupational Therapy. Aideen is a Clinical Mentor for the Sensory Integration Network.

Autism and Anxiety Management

Event summary

Date

Start Time

End Time

Holywell Educate Together National School, Swords, Dublin

Booking closes

Autism and Communication.
Communication is a multi-faceted, complex interaction involving mastery in many of the following,
• Understanding non-verbal cues  
• Command of tone of voice  
• Command of facial expressions  
• Understanding different purposes of conversation  
• Sense of humour  
• Familiarity with social courtesies  
• Making the abstract concrete  
• Visual structure and predictable routines  
• Activities that provide support for language abilities  
• Interactions that provide focus on peers and self-awareness  
• Generalisations. 
Therefore, communication can be challenging for many autistic children.
Many wish to be socially interactive, make friends and form relationships, be included within the classroom and wider community, but find it difficult because of the many social conventions needed to achieve effective communication.
Autistic children, experiencing such difficulties, may find it hard to understand the messages being given, such as the meaning others put into their voice, the expressions on their faces, and gestures such as waving, pointing or shrugging
Participants will have an increased understanding of
•    How communication is defined. 
•    Communication difficulties 
•    Best practices in supporting the child in the classroom, family home and wider community.
•    The importance of visual information as it remains available long enough to enable the child to focus on it or return to it as needed to establish memory for the message it is communicating.
•    Visual tools provide a non-transient foundation for more effective communication. 
•    How to use the strengths of the autistic child to help him or her communicate effectively.

Notes

Location

Holywell Educate Together National School

Get Directions
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.