Half Day Professional Trainings Book all 7

Autism and Communication

This half day training with use a combination of lecture and workshops to enable delegates to consider the impact of communication differences for autistic students in mainstream settings. There will be an exploration of neurotypical vs autistic communication styles, providing participants with an in-depth look at how autistic students engage socially and how to support them to reach their communication potential. 
Participants will learn how to support their students to better understand expectations during the day and in the classroom, using visual methods. A range of practical strategies will be explored for use by educational professionals.
Participants will:

·        Explore the core issue of communication differences with autistic students. 

·        Understand the theory of monotropism and its contribution to language and communication.

·        Develop an understanding gestalt language processing.

·        Explore a range of supportive practices in receptive (understanding) and expressive communication.

Autism and Sensory Processing
Sensory processing refers to the ability of a student 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 or young person can engage in daily functional activities and social interaction. Sensory processing differences are prevalent in autistic children and young people and can affect every aspect of life and development.
This session examines the sensory processing differences and will demonstrate how such differences impact on learning, leisure activities and choices, social interactions, and behaviour in school.
Participants will:
• Develop a basic understanding of some of the sensory processing differences.
• Understand how sensory processing differences can affect the child or young person’s experience in school.
• Gain knowledge of strategies, which will assist in meeting the child or young person’s sensory needs.

Autism and the Special School, Understanding Anxiety Management, and Reframing Behaviour. 
For many autistic students, school is a major source of stress and there are some key factors relating to autism that mean stress and anxiety are more likely. Everyone shows their anxiety in individual ways, so the most reliable observations that a student is anxious are going to be made by the people who know the student best. This shows the importance of working closely not only within the family structure, but also with the school staff.
This session is an introduction to strategies that can be used to alleviate the experience of anxiety, including,
An introduction to cognitively based strategies 
How to develop student centred strategies to deal with anxiety.
Participants will: 
Understand how the difficulties experienced, including sensory difficulties, can contribute to the development of anxiety.
Appreciate how anxiety can escalate and may result in an outburst.
Develop some simple strategies to prevent the escalation of anxiety.

Autism and Transitions
This session will examine why students experience difficulties when faced with a transition to Pre, Primary and Post Primary School and discuss how developing a greater understanding of transition, with practical approaches to support students on their journey through school and beyond, offers the child or young person the chance of future academic and social success. 
Within this session, the importance and design of a planned transition programme will be examined along with ideas and suggestions as to how to best prepare not only the education setting but also the parents and student.
Participants will:
Understand why transitions are difficult for autistic students
Understand that it is critical to plan and have a strategy around key transitions in the child’s or young person's day
Develop simple transition plans and supports around key areas. 
Gain an understanding of available support during transition.
Gain knowledge of personalised support to children and young people.
Learn how to cope with emotional distress caused by transition, such as stress and anxiety.

Building and maintaining effective relationships between home, school and further education placements.
This training will provide participants with information on how to effectively foster and maintain effective relationships for the benefit of the autistic child or young person. 
Real life examples will be used to demonstrate how both the knowledge and experience of both the professional and parent can be used to develop positive relationships, ensuring progress for the child or young person. Participants will have access to exemplar templates, case studies and bespoke resources to further develop knowledge and skills in this area. 

By the end of this training, participants will:
• Be empowered to channel their knowledge and skills to develop effective relationships with parents.
• Develop their expertise by viewing a variety of examples which illustrate how specific areas of concern were addressed and outcomes celebrated. 
• Make use of new strategies and ideas to both foster and maintain these effective relationships 
• Develop strategies to address an identified priority area as part of their communication with parents, to benefit the autistic child or young person.

Autism and the Use of Visual Strategies in Mainstream Education
This professional training programme will provide education professionals with information and practical strategies in the functional use of visual supports. 
The focus is in understanding the learning style and needs of the autistic student and how these can be facilitated through the use of adapted visual strategies. This will assist those working with the young person in the teaching of everyday skills, and to support the transfer of these to increase opportunities for independence.
Participants will: 
Gain an understanding of how autism can affect daily routines and experiences.
Develop skills in assessment and prioritisation of strategies for the autistic student. 
Recognise the individual’s preference for “visual teaching.”
Discuss how to assess and develop the use of visual strategies with a view to generalisation.
Observe a range of video footage, practical examples and reading material in the use of visual strategies for teaching the autistic student.

Autism and Understanding Anxiety 
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 for autistic children. 
Participants will: 
•    Understand how the difficulties experienced by autistic children, including sensory difficulties, can contribute to the development of anxiety.
•    Appreciate how anxiety can escalate and may result in an outburst.
•    Develop some simple strategies to prevent the escalation of anxiety.
•    Understand the basics of cognitively based management approaches.