Course summaries :
 

How to support pupils with additional needs                                                          Ref: PC401

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 and in the home situation.  The approach is solution-focused, with an emphasis on the need to maintain positive relationships in the home, to set realistic targets, and to recognise good practice.

How to manage problem behaviours                                                         Ref: PC402

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: PC403

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: PC404

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: PC405

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.

Working with challenging teens                                                                Ref: PC406

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.

Working with schools to support (children with) problem behaviours               Ref: PC407

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.

The evidence suggests that;

"Where partnerships between parents and schools are strong, parents are involved as soon as concerns arise.
Parents are seen as partners rather than being blamed for the poor behaviour of their children. The quality of information provided for them is good and the school or unit has a welcoming attitude towards them. Parents are encouraged to share in celebrating pupils’ successes
through achievement assemblies, home-school diaries and newsletters. In a small proportion of the early years settings and schools, voluntary agencies link well with home and offer valuable support to parents, pupils and school staff."

                                                                                         OFSTED Managing Challenging Behaviour