Package summary
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End Date
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Middletown Centre for Autism
2 Week Professional Training Programme
Autism and the Primary School
Programme Content:
- Supporting Autistic Learners: Autistic Children and Young People with High Care and Education Needs
- Reviewing and Understanding Sensory Differences, Anxiety and Reframing Behaviour for autistic children and young people with High Education and Care Needs
This two-week programme has been designed for teachers and other education professionals who are working with children with autism in the Primary School environment.
The Centre also provides a similar 5-week course for parents.
Please check the Centre’s website for details. www.middletownautism.com
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Courses in package
Supporting Autistic Learners: Autistic Children and Young People with High Care and Education Needs
Event summary
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Deanby Special School, Belfast, Antrim
Booking closes
Supporting Autistic Learners with High Needs Autism is a form of neurodiversity, with differences in sensory processing, communication, and regulation that must be understood, not corrected. In Special Schools, practitioners must adapt environments and teaching to align with each learner's neurology to enable safety, regulation, and engagement. Visual supports are central, reducing cognitive load, increasing predictability, and promoting autonomy when used consistently and meaningfully. Autism and Communication Autistic communication is different, not disordered. Learners may communicate through behaviour, movement, vocalisation, AAC, or regulation. All communication is meaningful. Professionals should adopt a neuroaffirming, relational approach, supporting communication as connection and access, without enforcing neurotypical norms or masking.
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Location
Deanby Special School
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Susan Keery
Susan brings with her over 20 years' experience supporting autistic children, adolescents and adults across both health and education sectors. Specifically supporting autistic individuals with individualised, person-centred, home programmes, and school support; as well as providing training and ongoing support to parents and professionals.
Susan holds degrees at undergraduate and master's level; and is currently working on her PhD within the school of Social Sciences, Education and Social work (QUB). Susan's research is focused on social anxiety in the autistic community with special interest in subsequent impact on school absences. Her research aims to reduce barriers to accessing support by using immersive technology. Susan is passionate about her research and practice being directed by the lived experience of the autistic community.
Reviewing and Understanding Sensory Differences, Anxiety and Reframing Behaviour for autistic children and young people with High Education and Care Needs
Event summary
Date
Start Time
End Time
Deanby Special School, Belfast, Antrim
Booking closes
Autism and Sensory Processing Sensory processing differences are central to autistic neurology and directly shape regulation, wellbeing, and access to learning, particularly for learners with complex needs. In Special Schools, environments must be carefully attuned, as they can either support or undermine a learner's sense of safety. Professionals should develop individual sensory profiles, moving beyond generic interventions, and adopt consistent, non-punitive approaches that prioritise comfort, predictability, and autonomy. Autism and Understanding Anxiety Anxiety is a valid, often predictable response to mismatch between environment and need, not a deficit. Early recognition, particularly through close collaboration with families, is essential. Practice should be proactive and neuroaffirming, focusing on understanding individual cues, reducing triggers, and supporting regulation through flexible, developmentally appropriate strategies. Autism and Reframing Behaviour Behaviour is best understood as communication and regulation, not defiance. What is often labelled "challenging" typically reflects overwhelm, unmet needs, or reduced felt safety; equally, patterns such as stimming or withdrawal are often adaptive and protective. Professionals must shift from behaviour management to relational, regulation-focused practice, adapting environments, co-regulating effectively, and recognising their own regulation as central to learner wellbeing
Notes
Location
Deanby Special School
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Gemma O'Neill
Gemma has extensive experience working collaboratively with educators, families and multidisciplinary professionals to develop individualised approaches that recognise autistic strengths, differences and support needs across school and home environments.
In her current role, Gemma is involved in the development and delivery of autism-specific professional learning and training across Ireland, working with educators and professionals, including within higher education. She also contributes to the development of training programmes and the coordination of large-scale professional learning events, bringing professionals together to share and showcase effective practice.
Gemma holds a Master’s Degree in Special Educational from Queen’s University Belfast. Her professional interests include neuroaffirming autism practice, inclusive education, professional learning, and supporting autistic learners to participate meaningfully in education.