Description
The growing prevalence of students with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) poses challenges for all teachers. The very tasks these students find the most difficult – e.g. concentrating, coping with change, understanding multiple perspectives, sustaining attention to tasks – are the ones they are required to do all day long in every classroom environment. Students with ASD may need support making sense of the world and how to participate in it while students with ADHD can be energetic, creative, innovative problem solvers that need support in managing hyperactivity, impulsivity and inattention.
This highly interactive teacher training course provides a solid introduction to the challenges of Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) in education and offers suggestions on how to adapt effective educational techniques to fit these learning differences.
Learning outcomes
Through presentations, small group discussions and case study discussion participants will be able to:
- Recognize and understand the traits and learning styles of students with ASD and/or ADHD;
- Apply specific teaching methods, classroom strategies and techniques for ASD and ADHD in the Classroom (e.g. task analysis, visual prompts, social stories);
- Become familiar with the fundamental core strategies of the TEACCH approach, the basic principles of PECS and Makaton signs and symbols;
- Create meaningful and individualized visual structures/supports for students with ASD;
- Develop school-based interventions (e.g. classroom management techniques and accommodations) for students with ASD and/or ADHD;
- Collaborate with parents and build home-school partnerships.
Tentative schedule
Day 1 – Course introduction & intro to ASD and ADHD
Course introduction
- Introduction to the course, the school, and the external week activities.
- Icebreaker activities.
- Presentations of the participants’ schools.
Intro to ASD and ADHD
- Diagnostic criteria for autism spectrum disorder and the related diagnosis of social communication disorder.
- Severity levels of ASD.
- Definitions and descriptions of ADHD types.
- Revision to the criteria of DSM-5 to identify the signs and symptoms of ASD and different types of ADHD.
Day 2 – Methods to support students
Teaching methods, classroom strategies and techniques to support students with ASD and/or ADHD (e.g. task analysis, visual prompts, social stories). Slides presentation, group discussion and hands on activities.
Day 3 – Promoting independent communication
- Alternative/augmentative communication systems (e.g. TEACCH, PECS teaching protocol).
- Implementing specific prompting and reinforcement strategies that lead to independent communication. Slides presentation, group discussion and team work practical activities.
Day 4 – Meeting the academic needs of students with ADHD
Strategies for supporting students with ADHD in educational settings. Modifying teaching approach and classroom environment to best accommodate behavioral challenges and develop social skills. Group discussion and team work practical activities.
Day 5 – Parent/teacher collaboration
Collaborating with parents and building home-school partnerships to provide a supportive environment. Group discussion.
Day 6 – Course closure & excursion
Course closure
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
Cultural activities
- Excursion and other external cultural activities.
Please note:
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.