This course will cover the following:

• Why learners with Autism and Asperger Syndrome (ASDs) need Visual Stories and other Visual Interventions and how they can benefit from them.
• An overview of the ASD impairments, how they apply to Visual Stories and Visual Interventions and understanding how they work.
• How to communicate effectively in order to enable social and emotional understanding.
• How learners with ADHD, Attachment Disorders, Dyslexia and Dyspraxia and related conditions can also benefit from these types of intervention.

Course Outcomes

This training is supported by film footage, case studies and workshop activities during which each delegate will learn to:

• Use visual communication tools to aid social and emotional understanding.
• Create differentiated, age and level appropriate ways of writing and presenting quick, efficient and accurate Social Stories and other Visual Interventions.

What to expect on the Course…

This course focuses on the understanding that despite the fact that learners with Dyslexia may find the acquisition of literacy skills challenging, they can still achieve their potential with the implementation of appropriate interventions. It will cover the following:

• Guidance on clear communication skills, sensory considerations
• How can the classroom practitioner ensure an Dyslexic friendly environment?
• A simple and effective guide to adapting the classroom to meet the needs of learners with Dyslexia, whilst continuing to fully include their peers.
• Identification strategies.
• Communication issues and simple strategies to overcome them
• General learning environment strategies (linked to sensory issues)
• Using visual communication tools to aid social and emotional understanding: Differentiated – age and level appropriate ways of creating and presenting the best: quick, efficient and accurate Visual Interventions.
• Effective strategies to enhance tracking and reading skills using readily available resources.
• Making extra time meaningful (study, homework, revision, assessments etc.)
• A range of structured, multisensory strategies/teaching and learning methods designed to improve literacy skills (including spelling) and general in class understanding.
• Where next?  How phonic remediation and early interventions can make a substantial difference to learning.

Course Outcomes

This training is supported by a range of case studies and workshop activities during which each delegate will learn to:

• Better understand the needs of learners with Dyslexia.
• Create appropriate age and level appropriate visual, kinesthetic and phonetic interventions.
• Effectively intervene to empower the learners to enhance their reading, spelling and writing skills.

What to expect on the Course…

• An overview of how the impairments affecting those with PDA may cause difficulties (What is PDA? The key features of PDA).
• Meeting the needs of those with PDA. Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of individuals with PDA.
• Why individuals with PDA need Visual Interventions and how they can benefit from them.
• How to create a range of differentiated age and level appropriate Visual Interventions for individuals with PDA
• An investigation into the type of language and presentation suitable for the needs of individuals with PDA.
• Promoting positive behaviour through effective practice

Course Outcomes

Each delegate will learn to:

• Understand the needs of individuals with PDA and the associated impairments.
• Create differentiated, age and level appropriate interventions
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Create effective behavioural interventions and strategies

What to expect on the Course…

This course focusses on the understanding that learners with these conditions may communicate/present differently to neurotypical learners but can still achieve their potential with the implementation of appropriate interventions.

It will cover the following:

• An overview of how the impairments affecting learners with ADHD/ADD may cause barriers to learning (What is ADHD? The key features of ADHD).
• Meeting the educational needs of the learner with ADHD.  Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of learners with ADHD/ADD.
• Strategies and interventions for including and integrating the learner with ADHD.
• Why learners with ADHD/ADD need Visual Interventions and how they can benefit from them.
• An investigation into the type of language and presentation suitable for the needs of learners with ADHD/ADD.
• Promoting positive behaviour through effective practice.

Case Studies and Workshop Activities.

This training is supported by a range of case studies and workshop activities during which each delegate will learn to:

• Better understand the needs of learners with ADHD and the associated impairments.
• Create differentiated, age and level appropriate interventions.
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.
• Create effective behavioural interventions and strategies

What to expect on the Course…

• A brief examination of some high profile Gifted/Talented/Able people and their personal life experiences.
• Above average achiever – Gifted/Talented/Able – What is the difference?
• What is gifted? Talented? Able?  To include a wide range of identification strategies.
• Developmental and social problems experienced by Gifted/Talented/Able learners and interventions to overcome these.
• How to engage those who may be Gifted/Talented/Able to achieve academic satisfaction.  To include extra-curricular considerations, grouping options and creating a positively challenging ethos.
• A range of metacognition strategies.
• Listening to Gifted/Talented/Able in order to meet their needs fully.
• A range of ‘good practice’ general interventions.

Case Studies and Workshop Activities

• This training is supported by a range of case studies and workshop activities during which each delegate will learn to:
• Better understand the needs of individuals who may be Gifted/Talented/Able.
• Create differentiated, level of understanding appropriate interventions.
• Adapt the sensory environment to meet the needs of individuals and groups of individuals.

Following the training

• At the conclusion of the training there will be an optional follow up activity set (homework).  This is a great opportunity to practice the skills learnt on the day and to investigate interventions for individual cases.
• All delegates are encouraged to stay in touch for informal further support.

This is a fun, informative and effective workshop which enables the delegates to work more effectively with a range of individuals, and instils a deeper knowledge allowing them to feel confident in creating interventions.

What to expect on the Course…

• An overview of how the impairments affecting learners with Autistic Spectrum Disorders (Autism/Asperger) and/or ADHD may cause them to behave negatively (this is also very useful for understanding a range of learners’ needs including neurotypical).
• An examination of the root causes and triggers behind negative behaviour and how to identify and avoid them.
• Strategies and interventions for adapting the sensory environment to meet the behavioural needs of a range of learners.
• A range of strategies for promoting positive behaviour through effective practice including:
• Making extra time meaningful
• Communication issues and strategies
• Using simple ICT as an aid to learning
• General learning environment strategies (linked to sensory issues) Using visual communication tools to aid behavioural social and emotional understanding
• A range of structured, multisensory motivational strategies/teaching and learning methods and visual interventions designed to improve learning skills and general in class understanding.
• Attendees are strongly encouraged to bring inclusion questions and points for discussion.
• Differentiated – age and level appropriate ways of writing and presenting the best: quick, efficient and accurate
• Social Stories and other Visual Interventions.

Course Outcomes

This training is supported by some extremely useful film footage and a number of workshop activities.  At these sessions there are a wealth of books and resources available for reference.  These are fun, informative and effective workshops which not only show your team how to work more effectively with a range of learners, but gives them knowledge and understanding of the conditions and therefore identify triggers to negative behaviour.  This deeper knowledge allows them to feel confident in creating interventions.

What to expect on the Course…

That does it mean to have an ASD? An introduction to the needs of the learner and their associated impairments.  This will include guidance on clear communication skills, sensory considerations, working with rigid thinking and guidance on developing social and emotional understanding.

• How can the classroom practitioner ensure an ASD friendly environment? A simple and effective guide to adapting the classroom to meet the needs of learners with ASDs, whilst continuing to fully include their peers.
• The virtual world. Some of the ways ICT, including Interactive Whiteboards, tablets etc. can be used to enhance educational provision and social inclusion for learners with ASDs.
• An examination of how communication problems can affect social and emotional understanding How we can use and understand a lack of flexible thought (rigid thinking) and work with it.
• Using visual communication tools to aid social and emotional understanding. A selection of activities designed to teach attendees how to quickly and efficiently write a range of differentiated social stories
• Why learners need Social Stories and other Visual Interventions and how they can benefit from them.
• Applying the ASD impairments to Social Stories and understanding how they work.
• Differentiated – age and level appropriate ways of writing and presenting the best: quick, efficient and accurate Social Stories and other Visual Interventions.

Course Outcomes

This training is supported by a range of case studies, group discussion and workshop activities during which each delegate will learn to:

• Better understand the needs of learners with ASDs.
• Create appropriate age and level appropriate environmental, electronic and visual interventions.
• Enhance social understanding by implementing effective strategies.

Course Aims…

The aim of this fun, informative and effective workshop is to provide each delegate with the confidence and a deeper knowledge and understanding of the needs of a range of learners in order to provide the skills necessary to create effective interventions.

What to expect on the training:

• How do these young people think?  An overview of the ASD and ADHD impairments,
• How to communicate effectively in order to enable social and emotional understanding
• How to use this knowledge to enable effective inclusion
• A wide range of simple, effective strategies that can be used across the learning environment
• How learners with ADHD, Dyslexia, Dyspraxia and related conditions can also benefit from these types of intervention.

Course outcomes:

• This training is supported by case studies and workshop activities during which each delegate will learn to:
• Think differently about strategies and interventions
• Be confident in creating strategies and interventions for learners with these conditions
• Use a range of simple skills, tools and strategies to aid social and emotional understanding;