Course summary:
Understanding and effectively supporting autism in secondary schools
- A theoretic overview of autism (on Teams)
- Discussion about individual children and strategies to support (face to face)
- Review use of, and impact, of strategies (face to face)
Trainers:
Members of the SEND Team- Specialist Teaching Team
Course content:
Session 1 (via Teams) - A theoretic overview of autism (on Teams) to include:
- Social communication and interaction difficulties
- Restricted, repetitive patterns of behaviour, interests or activities
- Demand avoidance and anxiety.
- Complex needs to include non-verbal, sensory needs, toileting difficulties, obsessions.
- Deciding on case study
Session 2 (face to face) – Strategies to support children with autism.
Interactive tasks based on:
- Individual case studies – child’s strengths and weaknesses.
- Strategies to support case study child, including looking at resources, the school/classroom environment and sharing ideas.
- Agree action plan/strategies to use in school before next session.
Session 3 (face to face) - Review use of, and impact, of strategies
Interactive tasks based on:
- Individual case studies – review of action plan/strategies, next steps
- Strategies to support case study child, including looking at resources, the school/classroom environment and sharing ideas.
- Setting outcomes
- Questions and answer session
Course dates and time:
Please note that participants must attend all 3 sessions.
Session 1 – Thursday 17th October 2024 - 3:30 – 4:30
Session 2 – Thursday 7th November 2024 - 3:30 – 4:30
Session 3 – Thursday 28th November 2024 - 3:30 – 4:30
Venues:
Session 1 – On Teams (Thursday 17th October 2024)
Session 2 -In person at Watling Academy Secondary (Thursday 7th November 2024)
Session 3 – In person at Watling Academy Secondary (Thursday 28th November 2024)
Who should attend?
This training is useful for all secondary school practitioners, behaviour leads, teachers, SENDCos, teaching assistants and learning mentors working within a mainstream setting.
