ADHD Training Events
Wednesday 12th June 2013
Holiday Inn
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS
Friday 14th June 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL
Tuesday 18th June 2013
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE
Price £175+VAT / person
Dyslexia Training Events
Thursday 25th April 2013
The Source, Meadowhall Way, Sheffield, S9 1EA
Tuesday 30th April 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH
*NEW DATE* Thursday 2nd May 2013
Holiday Inn Riverlights, Morledge, Derby, DE1 2AY
Wednesday 15th May 2013
Mercure Hotel, (formerly Ramada), Boundary Road, Norwich, NR3 2BA
Thursday 6th June 2013
Rougemont Hotel,
Queen Street, Exeter, EX4 3SP
Tuesday 11th June 2013
Gateshead Swallow
High West Street, Gateshead, Tyne and Wear,
NE8 1PE
Wednesday 19th June 2013
Premier Inn
High Fishergate,
Doncaster, DN1 1QZ
Thursday 20th June 2013
Novotel
4 Whitehall Quay
LS1 4HR Leeds
Thursday 27th June 2013
Stonecross Manor Hotel
Milnthorpe Road, Kendal, Cumbria, LA9 5HP
Monday 1st July 2013
Holiday Inn
Caton Rd, Lancaster, LA1 3RA
Tuesday 2nd July 2013
Premier Inn
Watling Street, Cannock, Staffordshire WS11 1SJ
Thursday 4th July 2013
Premier inn
Old Park Lane, Trafford Quays, Trafford Centre,
Manchester M17 8PG
Thursday 11th July 2013
Premier Inn
East Britannia Building, Albert Dock, Liverpool,
Merseyside L3 4AD
Price £175+VAT / person
Visual Interventions and Social Stories Training Events
Tuesday 23rd April 2013
Premier Inn, The Haymarket,
Bristol, BS1 3LR
Wednesday 24th April 2013
Big Sleep Hotel, Wellington Street,
Cheltenham, GL50 1XZ
Tuesday 14th May 2013,
Mercure Hotel (formerly Ramada)
Boundary Road, Norwich NR3 2BA
Friday 5th July 2013
Holiday Inn Lancaster
Caton Rd, Lancaster, LA1 3RA
Tuesday 9th July 2013
Holiday Inn Express
M65 Jct 10 55 Pendle Way, Burnley,
Lancashire, BB12 0TJ United Kingdom
Friday 12th July 2013
Premier Inn
East Britannia Building, Albert Dock, Liverpool, Merseyside L3 4AD
Price £225+VAT / person
Except Norwich 14th May which is £175+VAT
Bespoke Training Events
Friday 12th April 2013
Langley School
Langley Park, Norwich, Norfolk NR14 6BJ
Monday 15th April 2013
Malvern Wells CofE Primary School
263 Wells Road, Malvern, Worcestershire WR14 4HF
Tuesday 16th April 2013
Kristine House School
Main Street, Baston, PE6 9PA
Monday 22nd April 2013
Abercorn School,
28 Abercorn Place, St John’s Wood, London, Camden NW8 9XP
Wednesday 1st May 2013
St Cecilia’s RC High School
Chapel Hill, Longridge, Preston PR3 2XA
Friday 3rd May 2013
St Paul’s CE Primary School
Ringwood Way, Winchmore Hill, London N21 2RA
Wednesday 5th June 2013
St. Aldhelm’s C.E. (V.A.) Combined School,
Winston Avenue, Branksome, Poole, Dorset BH12 1PG
Thursday 13th June 2013
Harlow Education Consortium
Netteswellbury Farm, Harlow, Essex CM18 6BW
Monday 24th June 2013
South Lakes Federation
John Ruskin School, Lake Road, Coniston, Cumbria LA21 8EW
Tuesday 3rd September 2013
Garden House, Turks Row, London SW3 4TW
Wednesday 4th September 2013
Horsford CE Infant and Junior School,
Holt Road, Horsford, Norwich NR10 3DN
To book on any of these courses, please click here
ADHD
Wednesday 12th June 2013
Holiday Inn
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS
Friday 14th June 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL
Visual Interventions and Social Stories
Tuesday 14th May 2013,
Mercure Hotel(formerly Ramada)
Boundary Road
Norwich
NR3 2BA
Dyslexia
Thursday 25th April 2013
The Source, Meadowhall Way, Sheffield, S9 1EA
Tuesday 30th April 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH
Wednesday 1st May 2013
Holiday Inn Riverlights, Morledge, Derby, DE1 2AY
Wednesday 15th May 2013,
Mercure Hotel
(formerly Ramada)
Boundary Road
Norwich
NR3 2BA
All courses run from 9:15 – 3:30 and cost £175 + vat per delegate. Lunch and all refreshments are provided.
For more information or to book on an event please visit:
Visual and Auditory Social and Behavioural strategy for Teaching and Support Staff working with learners with Autism, Asperger Syndrome, ADHD and related conditions.
The aim of this fun, informative and effective workshop is to provide each delegate with a deeper
knowledge and understanding of the needs of a range of learners and provide the skills necessary to
create appropriate interventions.
This course will cover the following:
• Why learners with Autism and Asperger Syndrome (ASDs) need Social Stories and other Visual
Interventions and how they can benefit from them.
• An overview of the ASD impairments, how they apply to Social 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, Dyslexia and Dyspraxia and related conditions can also benefit from these
types of intervention.
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.
Choice of dates and venues:
Wednesday 27th February 2013
Holiday Inn Express
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS
Thursday 28th Feb 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL
Wednesday 6th March 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH
Thursday 7th March 2012
The Source, Meadowhall Way,
Sheffield, S9 1EA
Tuesday 12th March 2013
St Hild and St Bede’s College,
Durham, DH1 1SZ
Wednesday 13th March 2013
Holiday Inn, Castle Street,
Hull Marina, HU1 2BX
Thursday 14th March 2013
Premier Inn, Manchester Trafford Centre
West Old Park Lane, Manchester, 17 8PG
Tuesday 19th March 2013
Holiday Inn Riverlights, Morledge,
Derby, DE1 2AY
Tuesday 23rd April 2013
Premier Inn, The Haymarket,
Bristol, BS1 3LR
Wednesday 24th April 2013
Big Sleep Hotel, Wellington Street,
Cheltenham, GL50 1XZ
Cost for this course is usually £225 + vat, however if you enter the online code PFE1977 in the “your message” section of the online booking form you will be charged the reduced cost of £135 + vat. You can register online at www.peoplefirsteducation.co.uk
There are a variety of ways to increase communication depending on a child’s age and ability level. Below are some ideas for increasing language and communication throughout the day.
1. Expand Sentence Length – When children answer a question or request an item using one or two words, increase their sentence length by repeating their answer with an expanded phrase. For example, if you ask a child, “Would you like orange juice?” and they answer “Yes,” model a longer response. “Yes, I would like orange juice.” Then encourage the child to repeat the phrase.
2. Use Books for Language – Reading stories is an excellent way to incorporate language into a fun activity. Ask questions about the pictures, the story, and the characters. Even very young children can identify colours, gender, words, or concepts (e.g. the boy that is the tallest/shortest) by pointing to pictures. Ask children to predict what is going to happen next throughout the story. After finishing the book, discuss what happened in the story.
3. Create Situations that Promote Language – Favorite toys, clothes, and foods can motivate young children to use language. Place favorite items in eye sight, but out of reach, so that children have to use their words to request the items.
4. Provide Choices – Give children choices in activities, stories, toys, and foods so they communicate their preferences. You can create an opportunity for communication even if you know a child is going to select a favorite story or game.
5. Find Time to Communicate – Many children like being entertained by technology, but opportunities for communication are lost when families spend a good deal of time watching television and playing video games. Turn off the television during meals and refrain from using portable video games in the car. Time spent together at the dinner table and in the car are wonderful opportunities for learning about a child’s day and increasing communication and language skills.
6. Be Supportive – Children are more likely to communicate if they feel valued. Encourage language by listening attentively to children and asking them questions. If children answer questions incorrectly, teach them the correct answers using kind, supportive words. Repeatedly asking a question a child does not know how to answer or condescendingly correcting them can hurt their feelings and decreases the chance that they will answer questions in the future. Instead, encourage them to say, “I don’t know,” and use the situation as a learning opportunity.
7. Be a Role Model – Children learn from the adults around them. When adults speak in full sentences, use correct grammar, and articulate well, children hear and are reminded of how words and sentences should sound.
Strategies for the effective inclusion of learners with for educators and/or support staff, designed to successfully include learners with ADHD.
• An overview of how the impairments affecting learners with ADHD/ADD may cause barriers to learning (What is ADHD? The key features of ADHD). This will include an investigation into the triggers which may cause negative behaviour.
• 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/ADD.
• A range of 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 including guidance for effective behaviour management strategies.
This training 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 enabling colleagues to take the perspective of the learners as well as having a portfolio of strategies.
Choice of dates and venues:
Wednesday 12th June 2013
Holiday Inn
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS
Friday 14th June 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL
Cost for this course is £175+vat. You can register online at:
www.peoplefirsteducation.co.uk
A Visual and Auditory Social and Behavioural strategy for Teaching and Support Staff working with learners with Autism, Asperger Syndrome, ADHD and related conditions.
The aim of this fun, informative and effective workshop is to provide each delegate with a deeper
knowledge and understanding of the needs of a range of learners and provide the skills necessary to
create appropriate interventions.
This course will cover the following:
• Why learners with Autism and Asperger Syndrome (ASDs) need Social Stories and other Visual
Interventions and how they can benefit from them.
• An overview of the ASD impairments, how they apply to Social 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, Dyslexia and Dyspraxia and related conditions can also benefit from these
types of intervention.
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.
Choice of dates and venues:
Wednesday 27th February 2013
Holiday Inn Express
1 Priddys Yard, Off Frith Rd, Croydon CR0 1TS
Thursday 28th Feb 2013
Latton Bush Centre
Southern Way, Harlow, Essex CM18 7BL
Wednesday 6th March 2013
National College for School Leadership
Triumph Road, Nottingham, NG8 1DH
Thursday 7th March 2012
The Source, Meadowhall Way,
Sheffield, S9 1EA
Tuesday 12th March 2013
St Hild and St Bede’s College,
Durham, DH1 1SZ
Wednesday 13th March 2013
Holiday Inn, Castle Street,
Hull Marina, HU1 2BX
Thursday 14th March 2013
Premier Inn, Manchester Trafford Centre
West Old Park Lane, Manchester, 17 8PG
Tuesday 19th March 2013
Holiday Inn Riverlights, Morledge,
Derby, DE1 2AY
Tuesday 23rd April 2013
Premier Inn, The Haymarket,
Bristol, BS1 3LR
Wednesday 24th April 2013
Big Sleep Hotel, Wellington Street,
Cheltenham, GL50 1XZ
Cost for this course is £225+vat. You can register online at www.peoplefirsteducation.co.uk
Holiday excitement and routine changes can be very difficult for children. This post focuses on three challenging areas families face during Christmas: giving and receiving presents, managing overstimulation and excitement, and understanding routine changes.
1. Present Giving and Receiving – The excitement of getting presents can be overwhelming for children. Help them understand polite giving and receiving of gifts with these strategies.
Involve Children in Giving – Let children help choose and wrap presents. By participating in the gift giving process, children become interested in seeing other people’s reaction to the present. Even young children can choose between two presents, wrap it up and decide where it should go under the tree.
Practice Receiving – Role play receiving a present and thanking someone for it. Make writing thank you cards part of your family routine so that children understand how to thank people politely for presents.
2. Festive Energy – Christmas celebrations often mean sugary foods and late bedtimes. Use the strategies below to manage energy levels and make bedtime more successful.
Keep Children Active – Playing games outside during the day can help children use their energy in a healthy and positive way. Keep children active during the day so they will be tired at night making bedtime easier.
Limit Sweets – Sugary foods and drinks are everywhere and plentiful during over Christmas and New Year. These foods are high not just in sugar, but also in caffeine. They cause children to be overly active and make falling asleep difficult. Set guidelines about how much and when these foods can be consumed and provide healthy alternatives.
Try to keep a sleep routine – Even when children are not at school, a consistent sleep schedule is important. Ensure that children wake up and go to bed at a regular time. Plan morning events such as shopping to motivate children to wake up and get ready for the day.
3. Holiday Routine Changes – Many children benefit from consistent routines and have difficulty with change. Make holiday routine changes less stressful with these simple tips.
Use Visual interventions – Have a holiday wall chart that lists events in writing, drawing, or picture format depending on the child’s level of understanding and needs. Refer to the wall chart to prepare children for the day’s events and help them understand what is going on and when.
Involve Children – Let children add new events to the wall chart. If there are important events the family must attend, explain why attending is important. If there are events that are debatable, include children’s input in decisions about attending the event.
Dressing up to go trick or treating is very exciting for children and it creates lasting memories for both children and parents. Help children prepare for trick or treating with these five strategies.
1. Select a Costume – Help children select a costume that fits properly and is safe. Children may be uncomfortable with anything on their face especially make up. Some children may not like masks because of sensory issues or limited vision. Keep these factors in mind when selecting an outfit. For children who have difficulties with masks, holding a mask rather than wearing it or not using one at all may make the evening more enjoyable.
2. Set Costume Guidelines – Children often want to wear their costume other times than trick or treating. Let them know if/when they can wear it besides trick or treating. Be sure to tell them this before they buy the costume and after it is purchased. Explain why they can wear the costume only at certain times. For example, “You can put it on in the evening for a few minutes to see how you look, but you can only wear it for a little while so it doesn’t get dirty before Halloween.”
3. Practice Going to People’s Doors – Role play going to someone’s door, saying “Trick or treat,” holding a bag out, and saying “Thank you.” Remind children to be polite, wait their turn, and take only one sweet when they are asked to select something. It is tempting to rush to a door and take a handful of things when offered a basket or bowl to select from so multiple opportunities for review are important. Be sure to practice other things that may happen such as someone not being home or someone complimenting them on their costume.
4. Establish Guidelines in Advance – Prepare children for factors such as: What time trick or treating starts and ends; How they know when it ends; Where they can trick or treat (e.g. only houses with lights on, only people the child knows etc.); and What the rules are such as staying with a sibling or parent. Be sure to review these guidelines days in advance with a story, visual cards, or written rules. Before trick or treating, review them again so children clearly understand expectations.
5. Set Sweets Guidelines– Children become very excited about getting sweets and other treats while trick or treating. Set rules in advance about eating sweets. Let children know before trick or treating that they need to bring all of the sweets back for you to check before they can eat it. Make sure children have dinner before trick or treating so they are not hungry. Have guidelines about the number of pieces they can eat per day and create a routine/timetable for when they can eat their sweets. Display the sweets plan where they can easily look if they have questions.
Learning to read facial expressions is important for social interactions. When children are able to identify how a friend, classmate, sibling, parent, or person in the community feels, they can respond appropriately. This post includes ways to help children practice identifying feelings based on facial expressions.
1. Role Play – Role play is a fun way to practice identifying feelings. Role play can be a group activity or a one on one game. Write down a list of feelings or use pictures or drawings of people showing different feelings. Take turns picking a card and acting out the feeling paying special attention to facial expressions. Ask questions like, “How do your eyes look when you are angry?” “How is this different from what your eyes look like when you are surprised?” Discuss each feeling by asking questions like: “When have you felt angry?” “What do you do if a friend is angry?” “How do you calm down when you are angry?”
2. Use a Mirror – Make a game of identifying feelings by letting children practice facial expressions in a mirror. Name a facial expression and get the child to look in a mirror and make the expression. Point out how their eyes, eyebrows, nose, and mouth change shapes as they practice different facial expressions. Change roles and let them pick the emotions while you make the expressions. While making the facial expressions, change different facial features and ask questions like, “If I am making a surprised face should my eyes be large and round or should I squint?”
3. Use Natural Opportunities – Children see a variety of emotions at school, home, and in the community. These natural opportunities are invaluable learning experiences. Take time to talk to children about what is happening around them. For example, if a child is smiling as they go down a slide, ask how they feel and what facial clues your student or child noticed that led them to that conclusion. If you see an emotion like sadness or fear ask the child what they can do to help the other person and then offer assistance. Another natural opportunity is when watching television or movies. Pause the program or film and discuss the character’s feelings and facial expressions.
4. Bring Out Their Creativity – Art is a fun way to learn about facial expressions. Children can draw or paint a picture showing people with different feelings. Another project is a collage of emotions. Assign each child or group a different feeling. Have children work in small groups or independently to find pictures of the emotion in magazines or print images from online. After the collages are finished let each child or group talk about the feeling and what facial cues they used to identify it.
5. Make a Game of Feelings – Cut out sets of eyes, eyebrows, mouths, and noses of people showing different emotions. Show only one feature at a time and discuss how this part of the face gives us clues about the feeling. After identifying different feelings based on individual parts of the face, put the face together and discuss times when people feel a specific emotion.
Learning to read facial expressions is important for social interactions. When children are able to identify how a friend, classmate, sibling, parent, or person in the community feels, they can respond appropriately. This post includes ways to help children practice identifying feelings based on facial expressions. 1. Role Play – Role play is a fun way to practice identifying feelings. Role play can be a group activity or a one on one game. Write down a list of feelings or have pictures or drawings of people showing different feelings. Take turns picking a card and acting out the feeling paying special attention to facial expressions. Ask questions like, “How do your eyes look when you are angry?” “How is this different from what your eyes look like when you are surprised?” Discuss each feeling by asking questions like: “When have you felt angry?” “What do you do if a friend is angry?” “How do you calm down when you are angry?” 2. Use a Mirror – Make a game of identifying feelings by having children practice facial expressions in a mirror. Name a facial expression and have the child look in a mirror and make the expression. Point out how their eyes, eyebrows, nose, and mouth change shapes as they practice different facial expressions. Change roles and let them pick the emotions while you make the expressions. While making the facial expressions, change different facial features and ask questions like, “If I am making a surprised face should my eyes be large and round or should I squint?” From Understanding Faces and Feelings 3. Use Natural Opportunities – Children see a variety of emotions at school, home, and in the community. These natural opportunities are invaluable learning experiences. Take time to talk to children about what is happening around them. For example, if a child is smiling as they go down a slide, ask how they feel and what facial clues your student or child noticed that led them to that conclusion. If you see an emotion like sadness or fear ask the child what they can do to help the other person and then offer assistance. Another natural opportunity is when watching television or movies. Pause the show or movie and discuss the character’s feelings and facial expressions. 4. Bring Out Their Creativity – Art is a fun way to learn about facial expressions. Children can draw or paint a picture showing people with different feelings. Another project is a collage of emotions. Assign each child or group a different feeling. Have children work in small groups or independently to find pictures of the emotion in magazines or print images from online. After the collages are finished have each child or group talk about the feeling and what facial cues they used to identify it. 5. Make a Game of Feelings – Cut out sets of eyes, eyebrows, mouths, and noses of people showing different emotions. Show only one feature at a time and discuss how this part of the face gives us clues about the feeling. After identifying different feelings based on individual parts of the face, put the face together and discuss times when people feel a specific emotion.