Autism Study Day 16 th June 2017
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1 Autism Study Day 16 th June 2017 Autism Study Day: Workshops 2017 You will be able to attend 2 workshops during the day 1 in the morning and 1 in the afternoon. Please indicate your 1 st, 2 nd & 3 rd choice for both the morning and afternoon workshops at the time of booking. Places will be allocated on a strictly first come, first served basis and whilst we will try to give you your first choices; this may not always be possible. Morning workshops (Green options): Please select your 1 st, 2 nd & 3 rd choices from AM1 6 AM1 AM2 Workshop title Intended audience Description Puberty and adolescence in autism using visual supports to help deal with typical issues. Dr David Preece University of Northampton Matriarchal Leadership: Listening to and for the voices of mothers of children with autism. This presentation is particularly focused towards those living and working with more concrete learners. The workshop presenter welcomes all roles and experiences. Puberty and adolescence is a time of great change, and can be extremely challenging for those on the autism spectrum, as well as for those living and working with them. In this presentation, it is suggested that visual supports can help teenagers on the autism spectrum to deal concretely with typical issues regarding the challenges of puberty, including appropriate social interaction, body privacy, personal hygiene and sexual behaviour. The presentation includes examples from the work carried out by David and colleagues in Northamptonshire, as well as from across Europe. This workshop focuses on family literacy and autism and the role of parents as leaders of literacy teaching and learning. The voices of mothers underpin the workshop and delegates will engage in professional conversations on the topic in
2 AM3 Carol-Ann O Siorain Vice-President Irish Association of Teachers in Special Education Trinity College Dublin Professionals Personal Perspectives of Autism Emily Sidhu & Ella Redford All who have an interest. order to explore issues raised, such as lone parents, isolation and why echolalia matters. This session will share the stories of two experienced SEN teachers with autistic siblings, explaining how their personal experiences affect professional practice and policy. St John s Special School and College Kempston, Bedford Both Emily and Ella have younger siblings who have autism. They are both also teachers in an SEN school and have recently graduated from University of Northampton with MAs in SEN & Inclusion (Autism). AM4 The Bridge Project Re-Engaging Learners with Autism and Anxiety Cath Kitchen and Brenda Hunt Hospital and Outreach Education, Northants Anyone with an interest in reengaging young people with autism and anxiety. The Bridge project is a specialist learning area for children and young people with autism and anxiety, based on the Hospital and Outreach Education model of personalised learning. This workshop will tell the story and outcomes of the project and support delegates to consider setting up their own project within their settings. AM5 Sharing the ASD Diagnosis Lynn Stephenson & Gwen McConnell Any parents or professionals who work with children In this workshop we will: discuss the implications of sharing a diagnosis and why we may need to
3 Autism and Education Consultants & Trainers - Autism Know How, Northants and young people with an ASD diagnosis. try to gain an insight into the impact of sharing a diagnosis on the young person and those around them share a programme that can act as a positive starting point AM6 Understanding & Supporting Sensory Differences Angela Capper Target Autism Northants All who have an interest in sensory differences. This workshop focuses upon understanding sensory differences, including hyper and hypo sensitivities. Strategies for supporting individuals sensory differences will be presented. Afternoon workshops (Blue options): Please select your 1 st, 2 nd & 3 rd choices from PM7 11 PM7 PM8 Workshop title Intended audience Description Experiences of Pupils with Autism Spectrum All who have an Disorder and School Provision during the interest in the voices Transitions between Educational Phases in of children and England and Ireland transition. Yu Zhao PhD student and research assistant University of Northampton A child s day at The Puzzle Centre. Best practice in early intervention using the SCERTS framework Becky Ralphs and Ella Millerchip Parents and professionals interested in early years The focus of this workshop is upon the learning experiences of children and young people who are on the autism spectrum during the transition between primary and secondary education. The topic will be explored through six case studies and will consider the ways in which schools facilitate this transition. This workshop demonstrates how the Puzzle Centre supports children with autism and communication difficulties, in early years, to access the Foundation Stage Curriculum. It will demonstrate the importance of how support, both interpersonal and learning support can break down barriers to learning. The topic will be covered through a case study. The aim is for delegates to leave with some practical ideas to support their child.
4 Puzzle Centre Education, support & research for early years autism. PM9 And it's a Go! Road-Tested Strategies that Work in Schools Tricia Laing & Anthea Reid Additionally Resourced Provision for Students with Autism - Preston Manor Upper School Brent, London Ms Tricia Laing Manager of Additionally Resourced Provision for Students with Autism at Preston Manor School. 15 years of experience working with children and young people with autism and other Speech, Language and Communication Needs. Originally trained as a Speech and Language Therapist in America, with experience in mainstream and special schools and healthcare settings. Has been living and working in the UK since 2008, employed initially as the NHS therapist in Preston Manor for 6 years and now as a specialist teacher in the ARP. All Practitioners (Mainstream, Special, Secondary, Primary) & Families Effective techniques that can be implemented in school settings are sometimes hard to find, too complicated to create or are just not feasible within the confines of school life. Two authors with complementary backgrounds in speech and language therapy and specialist teaching share a range of strategies that have been used successfully with autistic students in the mainstream secondary school setting. The tips, tricks and tools use technology and traditional methods for supporting self-awareness, problem-solving skills, focus and engagement, communication and social/emotional/mental health. All strategies can be replicated by school professionals - mainstream subject teachers, SEN teachers, speech and language therapists, learning support assistants or even parents/carers for use at home. Good ideas should be shared. These techniques have been implemented, adapted and perfected for students with varying ability over several years in the classroom, in small group intervention, in 1:1 lessons, in the canteen or playground and in the community. Come along for a quick journey that highlights these road-tested strategies. Ms Anthea Reid: Acting Manager of Additionally Resourced Provision for Students with Speech, Language & Communication Needs at Preston Manor School. 14 years of experience working with children and young people with Autism and other SEND. Originally trained as a secondary English teacher in New Zealand, but have
5 predominantly worked as a specialist teacher in mainstream SEN settings since coming to the UK in PM10 PM11 Models for Parent Education Programmes on Autism Ron Fortuna Target Autism Northants Autism & Demand Avoidance Mandy Higgs Independent Autism Advisory Teacher & Trainer for Autism Bedfordshire. Parents and professionals. Parents or professionals, looking at the impact specifically in education but relevant to all age ranges. The rise in the number of children with an autism diagnosis has created a great demand and interest amongst parents in becoming more informed about the condition. This workshop will explore the variety of formats and methods that can be used to deliver training and information that can be a vital lifeline to parents coming to terms and trying to deal with autism in their daily home lives. The determination of appropriate topics to address and prioritisation of resources are areas that will also be looked into in this workshop. The demand avoidant presentation of autism is very real yet continues to cause disagreement among professionals when it comes to diagnosis. This workshop looks at the history of PDA (Pathological Demand Avoidance) and argues that, regardless of what we call it, seeking to prevent and manage it is key to the inclusion of those with the condition
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