Training Areas :                                                                                                                                                          
 

How to support pupils with additional needs                                                           Ref: TC101                         Ideal for NQTs

An introductory level course examining the type of approaches for addressing the needs of children with ASD, dyspraxia, ADHD, Tourette’s syndrome, dyslexia, and associated learning and behaviour difficulties.  The course emphasises the need for careful, systematic, analysis of the learning deficits and covers a range of practical strategies that are known to work in the classroom. 

Supporting teachers in the classroom (SLAs)                                            Ref: TC102                         Ideal for SLAs

Support staff can be invaluable in the classroom as long as they have the skills, knowledge and confidence to address difficulties in an appropriate way.  This course defines the role(s) of the SLA and provides practical advice for working with teachers in the classroom to help children with additional support needs to reach their potential. 

The effective management of problem behaviours                                      Ref: TC103                         Ideal for NQTs

A range of problem behaviours is covered from low-level disruption to major incidents.  The course develops a sound knowledge base of the causes of difficult behaviours and emphasises the need for systematic analysis of problems.  ADHD, ASD and the link between language, communication and behaviour is explored and strategies are covered for the prevention, de-escalation and management of problem behaviour in school. 

An introduction to learning and behaviour problems                                     Ref: TC104                         Ideal for NQTs

This course focuses on the deficits that characterise commonly occurring difficulties with an emphasis on autistic spectrum disorders and ADHD sub-types, as well as co-occurring conditions such as Tourette’s syndrome.  Impulse impairment, executive dysfunction and deficits in communication and empathy are introduced as underlying problems which require specific types of approach if they are to be managed successfully.  The emphasis is on practical strategies that all staff can employ.

ADHD and the challenging learner                                                            Ref: TC105

ADHD may affect as many as 8% of children in school and this course examines in detail the reasons why such youngsters tend to under-perform.  ADHD is not a ‘naughty boy’ syndrome and nor is it a benign condition.  The course explores executive dysfunction, impulse inhibition and the biological causes of problem learning/behaviour, with a study of medication and psycho-social support that may be put in place in order to achieve positive outcomes and to build resilience.

Asperger’s syndrome and the challenging learner                                        Ref: TC106 

Asperger’s syndrome is a pervasive developmental disorder and impacts on all areas of a pupil’s life in school.  The course focuses on the Triad of Impairment, executive dysfunction, central coherence and sensory difficulties, and the ways in which these determine how a child negotiates their learning environment.  The emphasis on practical strategies should help class teachers and those who support pupils with ASD to work in an informed, and creative way to maximise the potential of these challenging learners.  Problem learning is examined as well as problem behaviour, and the course will also cover children who have dual diagnoses and girls with ASD.

Hearing impairment and challenges in the classroom                                   Ref: TC107 

The impact of impaired hearing on the capacity of a child to thrive in a mainstream educational environment is well documented.  Such children can quickly become marginalised and disengage from the learning process.  This course looks at how good practise in the classroom can reduce the impact of such disabilities and targets areas of specific need in terms of educational and social support.

Reducing Low-level disruption (LLD) in the classroom                                  Ref: TC108

LLD is found in all schools and impacts not only on the learning experiences of children in the classroom, but staff morale and teacher recruitment.  The ‘causes’ of the rise in LLD are explored, and practical strategies for effective (positive) behaviour management are outlined, together with case studies demonstrating how productive they can be..  Classroom management techniques, contrasting learning styles, and home-school collaboration are discussed

Differentiation for children with additional needs                                              Ref: TC109

An increasing emphasis on curriculum flexibility gives schools the opportunity, but also places on them great responsibility, to ensure that the most appropriate courses and methods of delivery are used to meet the needs of our ‘atypical’ learners.  Small adjustments in approach can yield tremendous gains and the course looks at how differentiation can be effective at different levels within the school system.   

Positive Behaviour Management (PBM) in practice                                      Ref: TC110

The success of PBM rests heavily on the willingness of teachers, support staff and parents to subscribe to its underlying tenets, i.e. that behaviour modification is more likely through support and encouragement than through punishment.  The course looks at the evidence to support PBM, examines good practise in schools throughout the UK, and focuses on the specific reasons for adopting such an approach in mainstream schools.  Methods of enhancing and evaluating PBM strategies are discussed.  

Playgrounds and corridors – managing difficult situations                             Ref: TC111                         Ideal for SLAs

The most difficult areas of the school to manage are those in which structure and authority are least conspicuous.  Teachers and support staff receive no training for supervisory responsibilities in these areas despite the complexity and challenges involved.  The course will look at ways in which problems can be reduced or avoided, but also at the techniques needed if incidents are to be investigated and dealt with in a fair and consistent way. 

Working with challenging teens                                                                Ref: TC112

The course is designed to provide an overview of difficulties associated with the teenage years and will cover problem behaviour, self-harm, eating disorders and substance abuse.  The emphasis will be on how effective behaviour management rests heavily on maintaining positive relationships in the home and at school and on the techniques that can be employed to prevent children disengaging from the education system. 

Learning, behaviour and policy                                                                Ref: TC113

This course was designed to bring to SMT level, the reasons for the need for Positive Behaviour Management strategies in school and how best they might be employed.  Issues of ‘fairness’ and ‘consistency’ will be addressed, as will the methods employed to ensure positive home-school collaboration.  The role of the ‘learning mentor’ will be explored in some depth, and a range of support agencies and their services identified. 

Building resilience in children                                                                  Ref: TC114

Our more challenging learners often how low levels of resilience (as do many of our high achievers) and problems at school can determine their long term outcomes.  Schools have a role to play in educating the ‘whole child’ and can be successful in creating inclusive communities for all who attend.  The course will look at measuring resilience and evaluating support for the more vulnerable pupil.   

Working with schools to support (children with) problem behaviours               Ref: TC115

This course is designed to help parents to understand how schools are supporting their children and how to approach difficulties when they arise. It examines carefully and diplomatically the negotiating skills that can be used to reduce conflict and distrust, and to help towards positive outcomes for all concerned.  An emphasis on collaborative working helps to promote the constructive dialogue that is necessary if our more challenging pupils are to succeed.