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SEND for the ECT - Autism and ADHD (ZOOM) - DATE CHANGED FROM 05.07.22 TO 14.07.22
- A concise SEN course for ECT's in four parts, although each course can stand alone, so all four parts do not necessarily have to be attended in succession
SEND for the ECT - Part 1: An Introduction to SEND - 23rd March
SEND for the ECT - Part 2: Literacy Difficulties and Dyslexia - 19th May
SEND for the ECT - Part 3: Emotional Regulation and Challenging Behaviour - 15th June
SEND for the ECT - Part 4: Autism and ADHD - 5th July
ECTs can now take a closer look at some of the High Incidence conditions commonly found in our busy mainstream classrooms. This course provides some in-depth knowledge on conditions such as Autistic Spectrum Disorder (ASD), including Asperger’s Syndrome), ADHD and Dyslexia along with manageable and useful strategies for managing SEN in the mainstream.
Literacy Difficulties and Dyslexia
This session will explore a working definition of dyslexia; identify some of the common difficulties experienced by children and young people (CYP) with dyslexia/ literacy difficulties and how these present at different stages. It will then consider how to plan and apply a graduated approach for assessment and intervention for pupils with literacy/dyslexic-type difficulties.
Emotional Regulation and Challenging Behaviour
In this session we will consider the links between attachment, emotional distress (trauma) and behaviour and why children in your classroom may have emotional regulation difficulties and show their frustration, anxiety, unhappiness etc. through their actions. We will consider how we can use a child’s behaviour to interpret what they are trying to tell us but can’t verbalise and how to support children with these needs to communicate more safely and effectively.
Autism and ADHD
This session will provide an overview of the difficulties typically experienced by children and young people (CYP) who may have Autism or ADHD. It will consider ways to support these children in your classrooms/schools in order to break down barriers to their social inclusion and engagement in learning and improve their outcomes.
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