Autism and the Post Primary School Programme (Joint) 15.01.25 - 12.02.25

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

• Understand 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.
• Learn how to develop visual supports in a practical manner to maximise the young person's strengths and provide support if necessary.
• How to develop visuals and implement visual supportive approaches.

Autism and Communication 

This session explores the differences in neurotypical vs autistic communication styles. It provides delegates with an understanding of how to appreciate communication differences and adapt their communication style to better support autistic children and young people at home and school.

Delegates will:

• Explore current relevant theories related to communication differences
• Develop an understanding of their own communication preferences and how these might hinder or support the autistic communicator
• Explore a range of supportive practices in receptive (understanding) and expressive communication

Autism and Understanding Anxiety

This training course with understanding the stresses autistic children and young people experience particularly within the Post Primary School environment. We will highlight and discuss the external environmental demands and stress experienced by many autistic young people which can contribute to anxiety experiences.

Participants will understand:

• The relationship between autism and anxiety, and how anxiety affects our body and mind.
• Fatigue and masking in relation to anxiety from an autistic point of view.
• How environmental, communication, sensory, emotional, and cognitive stresses can be supported to reduce anxiety experience within the school environment.
• Explore a range of supports and resources which can be used to support an autistic child or young person.

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 functional 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 strategies, 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 young person 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 young person.
• The important role of neuroception and sense of "felt safety" in promoting a balanced regulatory state.
• The importance of professional self-care in the context of supporting an autistic young person in distress.

Participants will:

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

Course Overview

• Paradigm shift and reframing our perception of behaviour.
• Underlying and environmental factors contributing to distressed behaviour.
• Proactive and reactive supports when working with distressed behaviour.