Workshops can be tailored to meet your school needs. They can be delivered full or half day events as part of a pupil-free day, or an after-school workshop. For further information to discuss your next Professional Learning Activity for your school, contact Anna.
Project site - Learning Difficulties Australia Consultants and Teachers
Title: Identifying and Addressing the Needs of Students with ASD and ADHD
The diversity in classrooms continue to broaden and within this mix are students with ASD and ADHD. As brain-based disorders, this population of student brings to the classroom a sense of unique set strengths, gifts and talents, together with specific needs in their learning and behaviour style. Today’s presentation will outline their characteristics, similarities, learning style and evidence-base strategies to support them in the classroom.
Session 1: Understanding the two brothers ASD and ADHD: The commonalities and differences.
Session 2: Evidence-base strategies
Project Site: Moreland Council, Early Years.
Title: "See Me, Before My Difficult Behaviour: Strategies and Approaches in the Learning Environment.
Difficult behaviour comes in many forms and it often leaves teachers questioning their practice and knowledge about the children they are teaching. The current thinking about behaviour, a brain-based understanding about behaviour, its purpose and that the behaviour we see is communicating something to those around them. This spaced learning program will give participants the opportunity to hear about the theoretical underpinnings to behaviour, the effects on trauma and what the literature recommends for teaching practices in the mainstream classroom, especially when dealing with the cycle of escalating behaviour. During this program, we will explore concepts relating to the ICEBERG which will drive discussion on what could be "driving" or triggering this behaviour. From this discussion, participants will work using a pro-active tool, the ICEBERG Action Plan© (Bortoli, 2017). Participants will use case studies to analyse and recognise what practices and strategies can be addressed immediately. As a spaced learning program, participants will have tasks to complete in between sessions and to share their experience and findings at the next workshop.
2015-2016: Ministry of Education Delegates, Directors and Teachers from Thailand – Using TEACCH® framework with students with ASD and Developmental Disabilities – Provider of seminars and teaching practicum.
2017: Australia Awards Program: A partnership with Asia Education Institute (University of Melbourne) and Ministry of Education of Indonesia – Training sessions related to Special Needs Education in Australia and Differentiated Practices in the Inclusive Classrooms.
Project site – Rosamond School, 2017 Curriculum Day
Title: Addressing the Complex Behavior in ASD: A Pro-active Approach.
This half day seminar will give an overview of the Culture of ASD, an understanding of the cycle of escalating behavior and preventative measures to decrease the behavior of concern. Using a proactive tool such as the ICEBERG, staff will use case studies to analyse behaviours, recognize what can immediately be addressed, identify what requires further investigating and then develop an ICEBERG Action Plan© that will address the behavior of concern.
Project site – St Kevins PS, Masterclass in ASD©, 2017 Curriculum Day
The program will explore the meaning of ASD in the context of school, social interaction and the ASD lens. Topics such as learning and behaviour style, the cycle of escalating behaviour and the use of the ICEBERG Analysis to help unravel the underside of ASD will be covered. Classroom practices and strategies will be addressed throughout the day.
Masterclass 1: What Every Student with ASD wants their Teacher to Know
Masterclass 2 - “Get to Know my Behaviour”: It will make a difference to OUR day!”
Professional Standards addressed in the Masterclasses – 1.1, 1.6, 4.2, 4.3
Project site – Heathmont College, Masterclass in ASD©: 2017 Curriculum Day
Masterclass Title: What Every Student with ASD wants their Teacher to Know
You have heard the phrase “you have seen one student with ASD, you have seen one student with ASD”. While this description of ASD makes it sound even more challenging, it is what makes this group of students so unique in their own way. In order to make sense of this, those working with ASD should learn and understand the key constructs about ASD such as Theory of Mind, Weak Central Coherence, Executive Function, Attention Style and Context blindness. It is these constructs that are shaped and which evolve differently in each student and which influences their learning and social-behavior style in the classroom and playground. By understanding these key constructs, teachers are more likely to feel more confident in differentiating learning and social opportunities for students with ASD, and to ensure that they are providing a standards-based curriculum that is autism-friendly. During this workshop, participants will be introduced to various materials, strategies and teaching practice that will create learning and social opportunities that are attuned with the “Culture of Autism”.
Project site – Elsternwick PS
Title: Understanding and Managing ADHD in the Inclusive Classroom
Given the current position held by education systems on inclusivity and diversity, mainstream teachers now have to cast a wider net when planning and developing the curriculum for the learners in their classroom. ADHD has been part of the educational system for decades and the interventions to address their needs have varied. With the new discoveries in brain research, teachers now have a better understanding on this condition and how to address the learning style of students with ADHD. This after-school workshop will give an overview of ADHD and discussion on evidence-based and inclusive strategies that will support the teaching and learning of this group of students.
Project site – Boroondara City Council
Title: Addressing the Complex Behavior in ASD: A Pro-active Approach.
ASD brings to the classroom a unique set of behaviors that will often leave teachers questioning their own practice and approach. This is not a reflection on the teacher, but more about the challenge for teachers to understand the culture of ASD. While we know that all behavior is communicative, it is the idiosyncrasies of the behavior displayed that will often require an almost “forensic” analysis of the context that the behavior occurred. This half day seminar will give an overview of the Culture of ASD, an understanding of the cycle of escalating behavior and preventative measures to decrease the behavior of concern. Using a proactive tool such as the ICEBERG, staff will use case studies to analyse the behaviour, recognize what can immediately be addressed, identify what requires further investigating and then develop an Action Plan that will address the behavior of concern.
Project site – Moreland Council Early Years Conference
Title: Unravelling the Puzzle to Disorganised Behaviour: Maintaining the Dialogue between Parents and Educators
At some point, children will struggle in getting tasks completed, getting organised or getting along with their peers. However, there are some children that disorganisation, the inability to persist with a task or to stay focused is long-lasting, with the adults in their world never fully understanding the underlying cause to this behaviour. This has often left parents and educators somewhat perplexed, questioning if the child has a disorder or whether they are being disobedient. These characteristics of disorganisation, lack of focus, lack of task persistence, being forgetful, impulsive and inattentive are related to a set of brain-based skills that humans use to think, plan, execute and evaluate tasks. These are our executive skills which we use every day to get the job done, and we continue to use them well into our senior adult years.
Implementation: Keynote Address and 2 Workshops
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