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Autism, Learning Style, and Visual Teaching Methods

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Scoil Cholmcille Senior National School,

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Autism, Learning Style, and Visual Teaching Methods

 

 

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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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 Communication

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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. 

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Location

Scoil Cholmcille Senior National School

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Frances Stewart

Frances Stewart

Frances Stewart has been a teacher for over 30 years working mainly with children with Special Educational Needs but particularly those with Asperger syndrome. Her former position was as the coordinator of the Belfast Education and Library Board Oakwood Autism Advisory Service. She has taught in both Mainstream and Special Schools. Frances worked mainly with Post Primary students who had been referred to the Oakwood Autism Advisory Service. She has helped to establish social support and friendship groups for autistic students in both Primary and Post Primary Schools in the Belfast area. Frances has also specialised in devising transition programmes to support autistic children and young people as they have progressed through different stages of their education.

Autism and Sensory Processing

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Scoil Cholmcille Senior National School,

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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

Scoil Cholmcille Senior 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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Scoil Cholmcille Senior National School,

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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

Scoil Cholmcille Senior National School

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Edel Quinn

Edel Quinn

Edel Quinn is an Autism Trainer/Advisor in Middletown Centre for Autism. Before taking up this post, Edel worked in the National Health Service Northern Ireland (NHS), developing and delivering home programmes for autistic children and young people, and their families. Edel holds a Psychology degree and an MSc in Autism from Queen’s University, Belfast and a Post Graduate Diploma in Cognitive Behaviour Therapy. Edel's main specialisms are in early intervention and delivering training in the implementation of visual strategies and positive behaviour. Edel is a certified TEACCH Trainer with Division TEACCH North Carolina. Edel has developed and delivered anxiety trainings and anxiety research projects to parents and professionals across Ireland. She has delivered at Autism and Mental Health Conference, NAS and the Autism Congress. Edel is an associate lecturer on the Post Graduate Autism Certificate with Mary Immaculate College, Limerick. Edel is working towards accreditation with BACP as a Cognitive Behaviour Therapist.