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Asperger Meets Adolescence
not currently advertised - available for INSET-type events by arrangement. We are curently offering recession-busting rates of £700 plus expenses for this one-day course
Behind the Behaviour
Thursday 11.06.09 Trinity & All Saints College, Horsforth, Leeds, LS18 5HD
We are curently offering recession-busting rates of £700 plus expenses for this one-day course as INSET
Social Communication Difficulties
not currently advertised - available for INSET-type events by arrangement. We are curently offering recession-busting rates of £700 plus expenses for this one-day course
Speak Listen and Learn
not currently advertised - available for INSET-type events by arrangement
Developing Thinking Skills
not currently advertised - available for INSET-type events by arrangement. We are curently offering recession-busting rates of £700 plus expenses for this one-day course
Speech, language and communication difficulties
not currently advertised - available for INSET-type events by arrangement. We are curently offering recession-busting rates of £700 plus expenses for this one-day course
Successful collaboration between teachers &speech therapists
not currently advertised - available for INSET-type events by arrangement
Speech and language difficulties: The missing piece in the puzzle
Thursday 30.04.09 City Univ of London, Northampton Sq, London EC1V
Thursday 18.06.09 The Vassall Centre, Fishponds, Bristol, BS16 2QQ
We are curently offering recession-busting rates of £700 plus expenses for this one-day course as INSET
Asperger meets adolescence: The sequel
Friday 1.05.09 City Univ of London, Northampton Sq, London EC1V
Friday 12.06.09 Trinity & All Saints College, Horsforth, Leeds, LS18 5HD
Friday 19.06.09 The Vassall Centre, Fishponds, Bristol, BS16 2QQ
Our Asperger Meets Adolescence course uses case studies to explore the range of behaviours associated with Asperger Syndrome and seeks to go beyond the usual triad (which we update to a tetrad) of impairment analysis into the underlying neurology - without getting too technical. We beleive this is necessary in order to fully understand, rather than merely describe and categorise, the difficulties which are generating the behaviours. We also explain the aspects of language which these young people have difficulty with, and what school staff can do to help. We look at best practice advice about what makes an 'autism friendly' environment and invite delegates to audit a workplace / school that they are familiar with. Alongside the theory, we suggest a range of practical strategies which have led to real improvements for these students. Although the course is designed for staff working in secondary schools, most of the content is equally applicable to supporting young people with high functioning ASD at KS2 in primary or in a home or work environment
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Course starts 9.30AM, finishes 4PM
Our Behind the Behaviour course focuses on the KS2 - 4 age range, and makes use of research which shows that up to 90% of young people with EBD/SEBD(Social, Emotional and Behavioural Difficulties) have difficulty with spoken language - and this difficulty is generally undetected. The course uses case studies to explore the range of ways that these difficulties are evident in the classroom. It examines the researched links to ask questions about causality: do language difficulties lead to behaviour problems, or vice versa - or is there a common cause leading to both? We talk about the language difficulties these kids experience, ranging from Specific Language Impairment to the type of difficulties associated with 'impoverished' language. Various various simple tests are demonstrated which can be used by school/non specialist staff to flag up a potential communication problem. Alongside the theory, we suggest a range of practical strategies which will support these students and improve their language skills and behaviour.
Delegates tend to range from TAs, teachers, SENCos and school managers to SLTs, Ed Psychologists, and YOT staff.
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Course starts 9.30AM, finishes 4PM
Social
Communication Difficulties
This course covers practical strategies for supporting learners with semantic and pragmatic type language difficulties. It will give you a background to current thinking about how semantic and pragmatic difficulties relate to high functioning autistic spectrum disorder, thus providing a framework in which to understand the often baffling behaviours associated with these children. Trainers will explore the links between these difficulties and problems in the classroom, from underachievement to inappropriate behaviours. The course goes on to explore an understanding of the condition, and to explain the overall approach to supporting these children in busy, diverse classrooms. Within this, we present a range of strategies which will help them to learn and communicate alongside their peers. Many of these will benefit children in your class not formally identified as having social communication difficulties and can be used across the curriculum, as well as during less formal parts of the school day.
The course includes opportunities to discuss particular children in your class and to develop an individual plan to help them with a specific difficulty they face. The course will relate to pupils across all the key stages
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at I CAN, and Glenn Major, specialist teacher
This course addresses concerns from teachers, academics and inspectors that children's basic speaking and listening skills are in decline. The course is practice-based and features a wealth of ideas about how to specifically teach speaking and listening skills within the classroom, It also looks at ways to encourage a wider range of interaction in children from KS1 to 3 which in turn will benefit literacy skills, social interaction and learning across the curriculum. Tutors will also examine research on the vital link between early language skills and later academic performance
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Our 'Developing Thinking Skills for Effective Problem Solving and Learning' course looks at the way that language and cognitive development are interlinked. It shows how students - particularly those with SEN such as ASD and Speech, Language and Communication Needs can be encouraged to analyse and organise information more effectively in order to solve problems. Tutors explain the use of games and activities to stimulate children's problem solving skills and their ability to organise information for themselves. Alongside the theory, a part of the course is a practical try-out for delegates in the thinking skills being recommended. This involves a short murder-mystery type play solved in different ways by different groups of participants. A fun and interactive day guaranteed! Very relevant to schools considering how to build Personal, Learning and Thinking Skills(PLTS)into their curricula.
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Speech,
language and communication difficulties
This introductory course is aimed at professionals (teachers, lecturers, support staff, carers) who work with children and young people who have encountered children with speech, language and communication needs (SLCN) and who want to know more about them. A range of SLCN is outlined, with some basic theory to support understanding. Tutors will explain how these difficulties can vary according to the age of the student and suggest ways that non-specialist staff can identify an often hidden communication difficulty.
The focus of the course is on what practical steps can be taken to promote development of expression, understanding and social communication. The way that SLCN affect learning, interaction and behaviour is explored, and many strategies will focus specifically on what can be done in the classroom and wider school or college environment. The content makes reference to both mainstream and special settings, and an age range from KS2 to KS4
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Successful
collaboration between teachers & speech
therapists.
With the ongoing pressure to make schools more inclusive, and latest guidance emphasising that this relies on "greater responsiveness to individual needs and critically, a willingness among all staff to play their part" (DfES 2004), this course outlines current research and guidance about what is best practice in the classroom for children with speech, language and communication needs.
Different models of collaborative practice are explored, relevant to both both mainstream and specialist settings, from KS2 to post-16.
Tutors offer a number of simple ways in which the benefits of collaboration can be extended into the wider school
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Speech and language difficulties: The missing piece in the puzzle
This course acknowledges that speech, language and communication difficulties (SLCD) are a common feature of many areas of Special Educational Needs (SEN). Up to 90% of young people with SEN have communication difficulties (Foundation for Young People with Learning Difficulties 2000). These needs are often unrecognised or hidden by more visible behaviours.
The course will explore the range of SLCD found in secondary aged pupils. It will look at how these may manifest themselves in a range of different SEN such as Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Asperger Syndrome (AS), Moderate Learning Difficulties (MLD), Social Emotional and Behavioural Difficulties (SEBD) and Specific Language Impairment (SLI). During the day, we'll offer some up to date background information about each of these conditions, including co-existence and overlaps, and how to identify and differentiate.
Throughout the course, there will be a heavy emphasis on practical approaches to managing the SLCD of secondary aged pupils. Presenters will share both general and individualised strategies. Delegates will be issued with a booklet containing easy to share, classroom based approaches.
The content makes reference to both special and mainstream contexts and from KS3 to post 16. Delegates generally comprise TAs, teachers and SLTs, as well as educational psychologists, school and service managers etc.
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Course starts 9.30AM, finishes 4PM
Asperger meets adolscence: The sequel
An action learning course for delegates who have attended our original Asperger meets Adolescence course or who already have a good understanding of Asperger Syndrome and underlying cognitive theories.
This advanced one day course provides an update of current thinking and research into AS and then looks at the following areas identified as being most challenging for young people with AS making a successful path through adolescence: Sexuality; Study skills; Friendships; Learning environment and Transition. For each of these themes, we give background information and suggest a range of practical ideas and approaches.
However, the day will very much be centred on problem-solving students that delegates work with - through discussion, sharing of ideas and action planning. Prior to the course, delegates will be asked to think of particular issues relating to their students, collecting information in advance so that the day can be tailor-made to the group. This will involve some thought only - nothing time consuming! Because of this discussion element to the day, numbers will be limited to 20
Delegates generally comprise TAs, teachers and SLTs, as well as educational psychologists, school and service managers etc. Parents very welcome
Tutors: Mary Hartshorne, SLT and Head of Expert Advisory Services at ICAN, and Glenn Major, specialist teacher
Course starts 9.30AM, finishes 4PM