FSC2034 Practical Strategies for Teaching and Learning in an ASD Unit - Fluirse Teacher Summer Courses

FSC2034 Practical Strategies for Teaching and Learning in an ASD Unit

69.00

On completion of this course you will have an understanding of Autism Spectrum Disorders, know how to organise your ASD Special classroom, structure your school day and plan appropriately for pupils of various levels of ability.

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FSC2034 Practical Strategies for Teaching and Learning in an ASD Unit - Fluirse Teacher Summer Courses
Fig1: courtesy www.asiam.ie

Have you years of teaching experience in a mainstream setting and need guidance on where to start now that an ASD Special Class Setting is on the horizon? Or maybe you are new to the teaching world and have been asked to teach in an ASD Special Class early in your career. Either way, this course will lead you on a journey of preparation for the exciting, often daunting, sometimes challenging, but soon-to-be rewarding task that is ahead! 

On completion of this course you will have an understanding of Autism Spectrum Disorders, know how to organise your ASD Special classroom, structure your school day and plan appropriately for pupils of various levels of ability. You will have encountered a range of evidence-based teaching, planning and assessment strategies and understand how to apply the school self-evaluation process to effective teaching and learning in an ASD Special Class, as well as being informed of recent research and policy in the area of Special Education with special emphasis on pupils with ASD. Throughout the course you will be compiling a bank of resources to support you on your professional journey ahead.

 

 

COURSE DETAILS 

  • Target Audience: Primary school teachers who are due to start teaching in an ASD Special Class Setting
  • Equipment Required: All our courses are accessible through PC, Laptop, iPad, Tablet and Mobile devices. Internet access required with broadband speeds recommended. Do not need access to an IWB
  • Prerequisites or Requirements: Suitable for all primary school teachers
  • Duration: All Flúirse Online Teacher Summer Courses are available from July 1st – August 21st.  Each course requires approximately 20 hours of training and engagement
  • Course Fee: €69 (also available as part of a 2 course 4-EPV Day bundle for €89 or 3 Course 5-EPV Day bundle for €99)
  • EPV Days: This course is worth 3 EPV days (also available as part of a 2 course 4-EPV Day bundle or 3 Course 5-EPV Day bundle)
  • Support: Our team are available to support you throughout your training by phone, email, online chat, course forums and social media
  • Our Guarantee: No risk guarantee, if your not happy with your course for any reason within 21 days or enrollment we will issue you a full refund
  • Questions/ More Information: Call us now on 066 712 9828 or e-mail courses@fluirse.com

 

 

COURSE LAYOUT

Module 1 – Introduction to the ASD Classroom

FSC2034 Practical Strategies for Teaching and Learning in an ASD Unit - Fluirse Teacher Summer Courses
Fig2: courtesy www.asiam.ie
  • What is ‘Autistic Spectrum Disorders?’ – a first-hand explanation from AsIam- Ireland’s National Autism Charity.
  • Theory of Autistic Spectrum Disorders and DSM-5 diagnostic criteria.
  • An overview of pedagogical guidance on the teaching of children with ASD from recent research and DES Policy; Inclusive Education Framework, EPSEN Act, Policy Advice on Special Schools and Classes, Supporting Pupils with Special Educational Needs in Schools, NCSE Practical Teaching Strategies for Pupils with ASD.
  • How to read professional reports and use them to support teaching – definitions and explanations of terminology in professional reports.
  • The importance of communication in the ASD Classroom : Communication tips- Communicating with parents, staff,  professionals and children.

 

Module 2 – Classroom Layout and Daily Structure

  • Guidance from relevant literature- Presentation of relevant NCSE Publications: Guidelines for Setting up and Organising Special Classes, Supporting Students with Special Educational Needs.
  • Classroom Layout and Design- Creating an appropriate learning environment – Classroom Environment Checklist (NEPS Continuum of Support)What areas should my classroom include? A list of recommended areas to be included in the classroom.
  • Timetabling in the ASD Classroom – Presentation of necessary timetables in an ASD unit and how to create them effectively, Responding to differentiated needs in the classroom – how to timetable teaching a variety of curriculum levels .
  • Schedules – Creating visual schedules for the children to assist learning and sensory needs .
  • Teaching Strategies – Demonstration of some recommended teaching strategies from the NCSE and NEPs.

 

Module 3 – Teaching and Learning in the ASD Classroom as part of the School Self Evaluation Process

  • Presentation of the ‘School-Self Evaluation Guidelines 2016-2020’.
  • Presentation of the ‘Looking at our School 2016: A Quality Framework for Primary Schools’.
  • Presentation of the components of the School Self-Evaluation Process – what it is.
  • Presentation of principles of teaching and learning in the Quality Framework for Primary Schools.
  • Presentation of teaching and learning domains and standards in the Quality Framework for Primary Schools.
  • Analysis of case studies and examples of the school self-evaluation process.
  • Suggestions for possible implementation of the six-step process with teaching and learning in an ASD Special Class as the identified focus.
  • Analysis of various evaluation approaches e.g. focus groups, interviews, questionnaires and how they could be implemented in a School Self- Evaluation based on teaching and learning in an ASD Special Class Setting.

 

Module 4 – Planning and Assessment

  • Presentation of the DES Publication: Special Educational Needs: A Continuum of Support : Guidelines for Teachers and the NCSE  Guidelines on the Individual Educational Planning Process.
  • Guidance on how to use the NCCA Curriculum Planning Tool to formulate plans for an ASD Special Class Setting.
  • Guidance on maintaining adequate  observation notes – including behaviour trackers, toileting records, social interactions to support the IEP Plan and/o School Support Plus Plan.
  • Organisation methods for efficient planning – guide to paperwork and folders.
  • Presentation of the NCCA Publication: Assessment in the Primary School Curriculum: Guidelines for Schools and therewithin the practices suitable to an ASD Special Class Setting to monitor progress of pupils’ learning.
  • Guidance on accessing various assessment resources such as from the NCSE ‘Overview of ABLLS, VBMAPP and AFLS’.

 

Fig3: courtesy www.asiam.ie

Module 5 – Technology, Resources and Reflection

  • Engaging in teacher reflection in an ASD Unit to aid future teaching and learning in line with the Cosán Framework.
  • Discussion of  and presentation of practical strategies to support  teacher wellbeing as recommended in NEPs Publication: Wellbeing Policy Statement and Framework for Practice.
  • Guidance on Assistive Technology: who might be entitled to it, how to apply and what digital technology would be beneficial.
  • Presentation of recommended apps from the NCSE and relevant research from NCSE Research Conference 2017.
  • Recommended resources across the curricular areas for use in the classroom that have not been already mentioned in the classroom.

 

FURTHER QUESTIONS OR MORE INFORMATION?

  • Please review our Frequently Asked Questions section here or contact our Summer Course support team directly at courses@fluirse.com