Autism and the Post Primary School Programme (Joint) 18.09.24 - 16.10.24

Autism, Learning Styles, and Visual Teaching Methods
This training session will provide information on supportive practices in the functional use of visual supports.

The focus of this course is in understanding the learning style, strengths, interests and needs of the autistic student and how these can be facilitated using visuals. This will assist those who support the student in the teaching of life skills, emotional regulation, and daily planning, creating opportunities for communication and independence.

Expected Outcomes

• Gain an understanding of how the use of visuals can support the thinking and learning style of autistic student.
• Understand how the use of visuals can be generalised across all environments and can build on the learning experience in school, home, and the wider community.
• Develop practical skills in creating visual supports tailored to individual strengths and needs.
• Implement visual supports effectively to support autistic learners.

Autism and Communication.
This training opportunity explores the differences between non-autistic and autistic communication styles. It equips participants with the knowledge needed to recognise and respect communication differences, as well as adjust their own communication approach to effectively assist autistic young people in both home and school settings.

Participants will:

• Explore current relevant theories pertaining to communication differences
• Consider their own communication tendencies and how these can either help or hinder autistic individuals in their communication
• Explore various supportive practices to enhance both the understanding and expression of communication in a supportive manner

Autism and Understanding Anxiety
This training course will help parents and education professionals understand the stresses autistic young people may experience, particularly within the Post Primary School environment.  The course will cover the external environmental factors and stressors that can contribute to anxiety in autistic young people.
 

Participants will understand:

• The connection between autism and anxiety, and the impact of anxiety on both the body and mind.
• The concepts of fatigue and masking in relation to anxiety from the perspective of an autistic young person.
• Supports for supporting autistic students in managing environmental, communication, sensory, emotional, and cognitive stressors to reduce anxiety in the school environment.
• Throughout the course, various supports and resources will be explored to help effectively support autistic students.

Autism and Sensory Processing
Sensory processing refers to the ability of a student to register, interpret and respond to sensory information. This is a complex process involving all the sensory systems (auditory, gustatory, visual, olfactory, tactile, proprioceptive, vestibular and interoception). When sensory processing is working well, a young person can engage in daily activities and social interaction. Sensory processing differences are prevalent in autistic young people and can affect every aspect of life and development.

This session examines the sensory processing differences and will demonstrate how such differences impact on learning, leisure activities and choices, social interactions, and behaviour in school.

Participants will:

• Develop a basic understanding of some of the sensory processing differences.
• Understand how sensory processing differences can affect the young person’s experience in school.
• Gain knowledge of supports, which will assist in meeting the young person’s sensory needs. 

Autism and Reframing Behaviour
This training will introduce participants to the ongoing paradigm shift in understanding behaviour from a physiological perspective, drawing on research from neuroscience, psychology, and interpersonal neurobiology.

It will encourage participants to pause and reflect on their current beliefs and reactions to the behavioural differences presenting within their autistic students.

Participants will be supported to consider behavioural differences that are authentic to the autistic student and their invaluable role in maintaining joy in their lives.

Furthermore, participants will be supported to understand the underlying factors contributing to distressed behaviours, and how supporting professionals can help.

Specific topics will include:

• Understanding the ongoing paradigm shift in how we think about behaviour.
• Factors that contribute to distressed behaviour for an autistic student.
• Recognising the significance of neuroception and a sense of "felt safety" in promoting emotional regulation.

Participants will:

• Gain an understanding of the ongoing paradigm shift in how we think about "behaviour" presenting in our autistic young people.
• To support participants to recognise their inner biases, judgements and beliefs that may be impacting upon how they support an autistic young people in distress.
• To understand the underlying and environmental factors contributing to distress and overwhelm within the autistic young people.
• Understand their role in managing their own regulation as an essential process to the co-regulatory support they provide their autistic students.