rainbow court training centre

Training Programme 2012-2013

Rainbow Court Training CentreHotel Road, Watling Street, Gillingham ME8 6AA

Centre Manager: Elizabeth Lee M.Inst.F (Cert)Tel: 01634 385680 Mob: 07503 658286

E-mail: [email protected]

www.rainbowcourt.org.uk

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• University of Kent

• Christ Church University

• Dover College

• Canterbury Steiner School

• St Joseph’s Primary School

• Portal House School

• St Faith’s at Ash

• Nonington Primary School

• Capel-le-Ferne Primary School

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Rainbow Court Training Centre

Welcome to Rainbow Court Training Centre.

The Centre specialises in training educational professionals from a number of disciplines including schools, speech, language and health. Our wide range of courses include Special Educational Needs and professional development. A number of our courses are open to parents.

We hope that the courses on offer will be of great benefit to those who attend.

The majority of our courses are held in the superb surroundings of our purpose built training suite and will always represent excellent value for money. Refreshments and/or lunch are always provided in the cost of our training. The training will be delivered either by highly qualified national/international speakers or by members of our in-house specialist staff.

We are ideally situated approximately one mile from Junction 4 of the M2 and there is ample parking on site. For those wishing to use public transport, there are two mainline stations servicing the area and a regular bus route nearby.

To book a place on any of our courses please contact:Elizabeth Lee M.Inst.F (Cert), Centre Manager

Rainbow Court Training Centre, Hotel Road, Watling Street, Gillingham, ME8 6AATel: 01634 385680 Mob:07503 658286

e-mail [email protected] or [email protected]

We look forward to seeing you at Rainbow Court.

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Training Programme 2012–13 • 1 •

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Rainbow Court Training Centre Programme 2012-2013

Contents

Sounds-Write 4Team Teach 5Using Sounds-Write as an Intervention 6Attachment Patterns and Disorders in Children and how Attachment Behaviour affects the Classroom 6Understanding and Coping with Dyspraxia (D.C.D.) 7Early Language and Literacy Leadership 7An Introduction to SEN 8Managing People and Teams 8Sanity in the Classroom 9General Counselling Skills 9Bereavement & Loss in Children 10It’s Only Words 10Active Learning - Kinaesthetic approaches to classroom learning, developing health and wellbeing along the way 11Paediatric & Emergency First Aid at Work 12Developing Communication and Listening Skills Through Music 13Dyscalculia 14Challenging Behaviour 15Emotional Blocks to Learning 16Developing Assertive Behaviour 17Provocations for Learning 18Ten Habits of Highly Effective Communication 18The Adolescent Task 19The Building Blocks of Literacy and

Minority Pupils 19Introduction to Intensive Interaction 20The School as a “Secure Base” 21The Wonders of Widgit 21Strategies for Teaching & Supporting Pupils with ADHD 22Friendship Skills in Young People with Autism 22Current Practice and Understanding in the Education of Children and Young People with ASD in a School Setting 23Non Violent Resistance 23Making the World A Less Confusing Place 25Outdoor Learning & Natural Play 26Anxiety in Young People 26Enabling Choice: What are we doing to ensure greater choice, voice and control for people with autism spectrum diff-ability 27Autism Spectrum Condition, Anxiety, Mental Health and How to Reduce Stress 27PECS and the use of Speech Generating Devices (SGD) 28Supporting Troubled Children 29Coping Strategies for Anxiety, Stress and Anger 30Effective Mentoring of Students in Need of Learning Support 30The Curious Case of ADHD and ASD 31Presenters 32

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• 2 • Training Programme 2012–13

If you have any queries about courses call us on 01634 385680

IMPORTANT INFORMATION There is an expectation when delegates are booked on to a course that they will be able to arrive on time and stay until the end. Late arrivals and early departures can be very disruptive to both the trainer and other course delegates. It should be noted that Certificates of Attendance will only be issued if the delegate has attended the full day. Exceptional circumstances will be acknowledged.

Course Quick Reference

LITERACY Sounds-Write (pg4) Using Sounds-Write as an Intervention (pg6)

Early Language & Literacy Leadership (pg7)

The Building Blocks of Literacy & Minority Pupils (pg19)

LANGUAGE & COMMUNICATION

It’s Only Words (pg10) Developing communication and Listening Skills Through Music (pg13)

Provocations for Learning (pg18)

Introduction to Intensive Interaction (pg20)

The Wonders of Widgit (pg21)

Making the World a Less Confusing Place (pg25)

PECS & the Use of Speech Generating Devices (pg28)

MANAGEMENT/PROFESSIONAL DEvELOPMENT

Managing People & Teams (pg8)

Developing Communication and Listening Skills Through Music (pg13)

Ten Habits of Highly Effective Communication (pg18)

BEHAvIOUR MANAGEMENT/ADHD

Team Teach (pg5) Sanity in the Classroom (pg9)

Challenging Behaviour (pg15)

Strategies for Teaching & Supporting Pupils with ADHD (pg22)

Non Violent Resistance (pg23)

Supporting Troubled Children (pg29)

The Curious Case of ADHD & ASD (pg31)

AUTISM/DYSPRAXIA/DYSLEXIA/DYSCALCULIA

Understanding & Coping with Dyspraxia (pg7)

Dyscalculia - Assessment & Intervention (pg14)

Friendship Skills in Young People with Autism (pg22)

Current Practice & Understanding in the Education of Children with ASD (pg23)

Enabling Choice and How to Reduce Stress in People with Autism (pg27)


EMOTIONAL Attachment Patterns & Disorders (pg6)

General Counselling Skills (pg9)

Bereavement & Loss in Children (pg10)

Emotional Blocks to Learning (pg16)

The Adolescent Task (pg19)

Anxiety in Young People (pg26)

Coping Strategies for Anxiety, Stress & Anger (pg30)

EMOTIONAL Cont’d The School as a Secure Base (pg21)

GENERAL Introduction to SEN (pg8)

Effective Mentoring of Students in Need of Learning Support (pg30)

Active Learning—Kinaesthetic approaches to classroom learning, developing health and wellbeing along the way (pg11)

Paediatric First Aid at Work (pg12)

Outdoor Learning & Natural Play (pg26)















































































































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Danecourt School is now a recognised Verification Centre for the Teacher Learning Academy (TLA). Staff undertaking a TLA presentation may find it useful to know that they are able to use our courses as a ‘source of knowledge’ and can access coaching and mentoring.

Course Quick Reference

LITERACY Sounds-Write (pg4) Using Sounds-Write as an Intervention (pg6)

Early Language & Literacy Leadership (pg7)

The Building Blocks of Literacy & Minority Pupils (pg19)

LANGUAGE & COMMUNICATION

It’s Only Words (pg10) Developing communication and Listening Skills Through Music (pg13)

Provocations for Learning (pg18)

Introduction to Intensive Interaction (pg20)

The Wonders of Widgit (pg21)

Making the World a Less Confusing Place (pg25)

PECS & the Use of Speech Generating Devices (pg28)

MANAGEMENT/PROFESSIONAL DEvELOPMENT

Managing People & Teams (pg8)

Developing Communication and Listening Skills Through Music (pg13)

Ten Habits of Highly Effective Communication (pg18)

BEHAvIOUR MANAGEMENT/ADHD

Team Teach (pg5) Sanity in the Classroom (pg9)

Challenging Behaviour (pg15)

Strategies for Teaching & Supporting Pupils with ADHD (pg22)

Non Violent Resistance (pg23)

Supporting Troubled Children (pg29)


AUTISM/DYSPRAXIA/DYSLEXIA/DYSCALCULIA

Understanding & Coping with Dyspraxia (pg7)

Dyscalculia - Assessment & Intervention (pg14)

Friendship Skills in Young People with Autism (pg22)

Current Practice & Understanding in the Education of Children with ASD (pg23)

Enabling Choice and How to Reduce Stress in People with Autism (pg27)


EMOTIONAL Attachment Patterns & Disorders (pg6)

General Counselling Skills (pg9)

Bereavement & Loss in Children (pg10)

Emotional Blocks to Learning (pg16)

The Adolescent Task (pg19)

Anxiety in Young People (pg26)

Coping Strategies for Anxiety, Stress & Anger (pg30)

EMOTIONAL Cont’d The School as a Secure Base (pg21)

GENERAL Introduction to SEN (pg8)

Effective Mentoring of Students in Need of Learning Support (pg30)

Active Learning—Kinaesthetic approaches to classroom learning, developing health and wellbeing along the way (pg11)

Paediatric First Aid at Work (pg12)

Outdoor Learning & Natural Play (pg26)





















































































































Sounds-WritePresented by: Derrie Clark Date: 3 available

Four Consecutive Tuesdays 11th September 2012 18th September 2012 2nd October 2012 9th October 2012

Four Consecutive Thursdays 17th January 2013 24th January 2013 31st January 2013 7th February 2013

Four Consecutive Tuesdays 23rd April 2013 30th April 2013 7th May 2013, 14th May 2013

Time: 9.00am – 4.30pm Cost: £400 Includes: All materials, the Sounds-Write manual and CD of support materials.

Refreshments are provided at every session.

Lunch is NOT provided

Target Audience: Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff

For use in Primary & Secondary schools as either a whole class/school programme or an effective Wave 3 interventionSounds-Write is an exciting new approach to the teaching of reading, spelling and writing. This four day intensive course has already been attended by over 5,000 Headteachers, Deputy Headteachers, classroom practitioners, Educational

Psychologists and members of local authority support.It is designed to be fully integrated within the literacy hour and is taught in a structured and highly effective format for whole classes, groups and individuals. The use of an interactive and well integrated phonics approach to the teaching of literacy accelerates the speed at which pupils of all ages acquire basic skills. Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Children and Families (DCSF—formerly DfES). The DCSF’s independent assessors have recently scrutinised our self-assessment and approved its accuracy. DfE Matched funding available.For booking details please log on to www.sounds-write.co.uk and look for ‘Training Dates’ - Rainbow Court can be found as one of the venues. Follow the online Booking instructions.

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Team TeachPositive Handling Course

Presented by: Bernard Allen Qualified Team Teach InstructorDate: 3 Available Friday 5th October 2012 Friday 11th January 2013 Friday 19th April 2013

Time: 9.30am – 4.30pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: All staff working with individuals who display challenging behaviour.Following the Children’s Act of 1989, growing staff anxiety caused by allegations against and suspensions of staff, plus an increase in more challenging behaviour threatened the security and effectiveness of service settings managing children and young people displaying challenging behaviours, George Matthews, a Deputy Headteacher in a special school, was given the responsibility to establish a consistent behaviour handling policy and procedures by which staff actions could be judged. This local situation was also being experienced throughout the UK by services educating and caring for individuals who displayed challenging behaviours. In 1997 George Matthews founded Team-Teach Ltd, a training system which involved teams of people working together to safeguard their service and to teach individuals more socially acceptable ways of expressing their behaviours. Since this time is has become the largest provider within the UK having trained over 5,000 tutors who between them have trained 750,000 people in over 85 local authorities in the

UK. Team-Teach has attained the highest level award in the U.K - a National Training Award - This government supported award is presented to entries who have demonstrated exceptional achievement through training and development. The training combines both theory and practice, emphasising the need for staff to show restraint rather than apply it! Providing a risk assessment structure to the selection of physical interventions that best allow the employer to provide a risk reduced workplace for service users and staff. This day will provide examples of best practice paperwork that underpins practice in this area. Following training improved performance would be demonstrated by course participants in• recognising the importance of and using

de-escalation techniques and working as a team when managing challenging behaviours.

• applying and understanding the legal implications of positive handling

• using a gradual and graded response to managing challenging behaviours and the use of positive handling as a last resort

* the need for recording and reporting of incidents.

PLACES ARE LIMITED







Using Sounds-Write as an InterventionPresented by: Derrie Clark Date: 2 Available Thursday 11th October 2012 Tuesday 4th June 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: SENCOs/Class Teachers/TAs who have already completed a Sounds-Write Course.This course will focus on developing the skills of those using Sounds-Write as an intervention.Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.

Attachment Patterns and Disorders in Children and how Attachment Behaviour affects the ClassroomPresented by: Gary Hartley-Trigg Date: Tuesday 16th October 2012 Time: 9.30am – 3.30pm Cost: £90 Includes: Lunch & Refreshments

Target Audience: Teachers, support and pastoral staff, care staff, social workers and foster carers, school counsellors, therapists and educational psychologists.

Course Outline: A review of Attachment Theory and Attachment patterns in childhood and the effect of insecure attachments and disorders. A closer look at the attachment behaviour system allows us to re-frame children’s behaviour in terms of their attachment patterns. This, in turn, can lead us to think about alternative strategies for managing behaviour. There will be opportunity for Case Study discussion so participants are encouraged to bring examples from their work where a child’s attachment needs are perhaps not being met.

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Understanding and Coping with Dyspraxia (D.C.D.)A Speech and Language Therapist’s Perspective Presented by: Maggie Johnson Date: Friday 19th October 2012 Time: 9.30am – 3.00pm Cost: £95 Includes: Lunch, Refreshments & Handout

Target Audience: SENCOs, Teachers, TAs

Developmental co-ordination disorder (diagnosed by occupational therapists & specialist paediatricians and commonly referred to as dyspraxia) affects the organisation of movement, sensory-perception, language and thought. As the reported incidence of DCD increases, we all need to be aware of its impact on classroom performance, language development, practical activity and self-esteem.

Maggie aims to make course participants feel dyspraxic in order to appreciate and begin to compensate for the effects of DCD. The day includes a wealth of practical tips for making life for dyspraxic children more successful and enjoyable.

N.B. Children with DCD sometimes have an additional diagnosis of developmental verbal dyspraxia, and although speech/articulatory disorders are not covered on this course, some of the implications for 1:1 work with this client group will be considered.

Early Language and Literacy LeadershipPresented by: Laura Sharp Date: Thursday 25th October 2012 Time: 9.30am – 3.30pm Cost: £90 Includes: Lunch & Refreshments


Target Audience: Literacy subject Leaders/Those with a responsibility for Standards in EYs and KS1Early Language and Literacy Leadership looks at the knowledge, pedagogy and management skills required to give support in early reading and writing. Key aspects are:• Leadership skills to ensure quality first

teaching• Consistency and progress in learning • The use of data to drive improvement

and determine impact • Ofsted framework







An Introduction to SENPresented by: Colin Troy CT Training and Educational Consultancy Date: Tuesday 6th November 2012 Time: 9.30am – 3.00pm Cost: £90 Includes: Lunch, Refreshments & Handout

Target Audience: Teachers/TAs who have limited experience of working with pupils with SEN

This course will offer an overview of the conditions and provide practical help to manage behaviour and develop effective methods for teaching and learning.

The course will cover:• Understanding the Autistic Spectrum

including Asperger’s Syndrome• Understanding the nature of ADHD

and associated conditions and the implications on learning and behaviour

• How to develop techniques for effective learning

• How to manage behaviour• Integrating and including SEN pupils with

the rest of the class

Managing People and TeamsPresented by: Mary Hartley Date: Friday 9th November 2012 Time: 10.00am – 3.30pm Cost: £90 Includes: Lunch & Refreshments

Target Audience: Managers of teams at any level

The day will cover the following:

Your management style • Key qualities of a successful manager • Different management styles• How you manage your team

Developing Your Team• What makes an effective team• Stages of team development• Understanding team roles• Dealing with team problems

Managing Time• Taking control of your time• Responding to priorities• Making and refusing requests

The art of delegation• How to achieve results through

other people• Overcoming barriers to delegation

The art of motivation• What motivates you and your team• How to get the best out of people• Giving criticism• Giving praise

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Sanity in the ClassroomPresented by: Andy Vass Date: Tuesday 13th November 2012 Time: 09.30am – 3.00pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: All levels of teaching staff from Teaching Assistants to Head Teachers.

This unique workshop is all about affirming excellence. During the day you’ll explore what excellent classroom management actually looks, sounds and feels like consolidating current practice and then moving up to the next level.The central theme is that positive relationships and emotionally intelligent leadership are essential for high quality learning to occur.During the workshop you will have the opportunity to explore the skills, structures and attitudes that the most skilled teachers routinely demonstrate (but often take for granted).This course covers:• The key CPD questions to sustain

improvements• How to build resilience and confidence in

yourself• Hidden secrets of influence• Essential keys to positive behaviour• How to correct with dignity and make

it work• 4Rs the most effective way to organise

your classroom• Dealing with ‘comebacks’ from children

and maintaining respect• 20 most effective skills for your

classroom.

General Counselling SkillsPresented by: Simon Millard Together in Communication Date: Thursday 15th November 2012 Time: 09.30am – 3.00pm Cost: £95 Includes: Lunch & RefreshmentsTarget Audience: SENCO’s, Teachers, Teaching AssistantsCourse Aims: This course gives the learner a basic understanding of the concept of counselling and considers how counselling skills can be applied in everyday situations.Course Outline: Through experiential learning participants will:• Understand and make use of basic

counselling skills and concepts• Understand how counselling affects

people• Be able to demonstrate active listening

skills• Recognise ethical principles in

counselling practice, including the importance of high quality supervision







Bereavement & Loss in ChildrenPresented by: Gary Hartley-Trigg Date: Thursday 20th November 2012 Time: 09.30am – 3.30pm Cost: £90 Includes: Lunch & RefreshmentsTarget Audience: Teachers, child care and early years practitioners, support staff, parents, social workers, counsellors, mental health professionals, bereavement and hospice staff and anyone worrying about the effect of bereavement on children Course Outline: We will explore the traditional ideas about bereavement and the grieving process and look, particularly, at how this can be managed by children. Some attempt will be made to discuss what things make bereavements a little more bearable for children, at least in terms of what things experience tells us tend to be not helpful. The discussion will always be within the context of considering a child’s developmental stage. Further exploration will take place around the wider subject of “loss”, offering a theoretical framework, particularly in terms of attachment theory. We will attempt to understand the impact of the many “little deaths” that occur for children during their development and the importance of these losses being managed successfully.

It’s Only WordsPresented by: Laura Sharp Date: Friday 23rd November 2012 Time: 09.30am – 3.30pm Cost: £90 Includes: Lunch & Refreshments

Target Audience: SENCOs/Class Teachers/TAsThe emphasis of this training is on the importance of speaking and listening and oral work and looks at a particular model for the explicit teaching of vocabulary which teachers can integrate into existing provision.

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Active Learning - Kinaesthetic approaches to classroom learning, developing health and wellbeing along the way.Presented by: Marian Mullender Teacher – Danecourt School Date: Monday 26th November 2012 Time: 9:30 – 12:00 Noon Cost: £40 Includes: Refreshments

Target Audience: KS1+KS2 Teachers, SENCOs, TAs, Early Years, Special Educational Needs.Movement can be a powerful tool in helping children to learn. Children are moving less, childhood obesity is on the increase and children are generally more stressed.

We will look at ways of motivating learning through movement across a variety of Curriculum areas. Aspects of this training will also link to elements from the Healthy Schools Initiative, PSHE and general Health and Wellbeing.

What you will gain from the course:

• An understanding of the relevance of movement to all aspects of Health and Wellbeing.

• Examples of research and good practice using movement through the day in educational settings from around the world.

• Ways of using movement activities to enhance learning and involvement in Literacy, Numeracy, Science, Art and other Curriculum areas.

• Memory Boosters – learning linked to movement.

• Moving through Storytime.

• An exploration of ways of using different types of movement in short bursts during the day.

• Ways of using movement for classroom behaviour management techniques, mood management and motivation.

• Links to useful resources.

There will be a small element of physical activity during this session, please wear appropriate clothing and footwear.

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For further details please contact the Training Centre Manager Tel: 01634 385680 Mob: 07503 658286







Paediatric & Emergency First Aid at WorkPresented by: Medi Aid (UK) Ltd Date: Thursday 29th & Friday 30th November 2012 Time: 9:30 – 4.30pm both days Cost: £100 Includes: Lunch & Refreshments both days and Certificate (Valid for 3 Years) Target Audience: This course covers both standard first aid at work training and paediatric first aid training.

For students to be able to fulfil the role of a Paediatric Emergency First Aider as required by the Health and Safety (First Aid) Regulations 1981.

This covers the units required by the Statutory Early Years framework (Ofsted) for paediatric first aid and covers the requirements for HSE Approved emergency first aid at work.

The student should be able to look after the first aid arrangements within the workplace/area, activate the Emergency Services and administer basic Emergency First Aid. The course will cover common childhood illness and accidents.

Course Contact Time: This course has a minimum of 12 hours guided teaching time. This time does not include breaks. If the full course contact time is not completed we may not be able to issue the Certificate.

Course Syllabus

�Understand�the�role�of�the�first�aider�including�reference�to:• the importance of preventing cross infection• the need for recording incidents and actions• use of available equipment• Assess the situation and circumstances in order to act safely, promptly and effectively in

an emergency• administer first aid to a casualty who is unconscious (including seizure)• administer cardiopulmonary resuscitation• administer first aid to a casualty who is choking• administer first aid to a casualty who is wounded and bleeding• administer first aid to a casualty who is suffering from shock• provide appropriate first aid for minor injuries (including small cuts, grazes and bruises,

burns and scalds, small splinters)

PLACES ARE LIMITED

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Developing Communication and Listening Skills Through MusicPresented by: Sarah Mann Date: Friday 7th December 2012 Time: 9.30am – 12.00 noon Cost: £40 Includes: Refreshments

Target Audience: SENCOs/Class Teachers/TAs Key Stage 1, Early Years & Special Educational Needs

Objectives:

• To understand why music is such a powerful tool for learning

• To explore songs, rhymes and musical games that help to develop our children’s communication and listening skills

• To identify ways of using music to enhance story time

Music is an ideal vehicle to use in order to develop communication and listening skills. Speech and music are very closely linked – both are languages where the raw materials are sounds that need to be expressed. Both can be articulated, read, written, listened to, thought about and observed.

Because of its obvious dependence upon listening and communication, music (and especially singing games and rhymes) can be used to improve these skills. Better still, they can be ‘slipped in’ during the school day across many areas of the curriculum. On the whole children find singing fun (it’s only adults that have a hang up about it!!!) and are therefore eager to participate, and in doing so are improving and developing many skills without even realising that they are learning. This course aims to equip practitioners with a well tested bank of songs, rhymes, musical games and activities that will have a positive impact on the development of a child’s communication and listening skills.

This is a practical course and comfortable clothing is advised.







DyscalculiaAssessment and intervention for pupils on the dyscalculia spectrum.

Presented by: Patricia Babtie Date: Friday 18th January 2013 Time: 9.30am – 3.00pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: SENCOs, Teachers and TAs

Patricia will discuss ways that schools can enable pupils with dyscalculia to achieve basic numeracy.

The talk will have two main themes:

• How to assess pupils to find out what they can do, as well as identifying key difficulties in numeracy.

• How to use structured, understanding based, multi-sensory teaching methods.

Other areas that need to be considered are underlying skills such as visual perception, language, spatial ability and emotional factors.

Part of the day will be devoted to interactive sessions in which participants try some activities that help to engage pupils in learning.

There will be suggestions for ways in which progress can be measured in the classroom.

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Challenging BehaviourPresented by: Fintan J O’Regan Date: Tuesday 22nd January 2013 Time: 9.30am – 3.00pm Cost: £95 Includes: Lunch & Refreshments


The course will include:

Understanding the risk factors for learning and behaviour issues

• Understanding the behaviour message and learning needs in children and young people

Introducing the SF3R learning and behaviour model

• Outlining the principles of Structure, Flexibility, Rapport, Relationships and Role Models in developing a proactive approach to behaviour and learning

Structure: How to create a proactive behaviour and learning environment

• Behaviour and learning rituals, rules and routines both in and outside of the classroom including assessing teacher style.

Flexibility: Trouble shooting challenging behaviour

• Specific classroom strategies for re-directing behaviour and diffusing threatening confrontations through assertive discipline

The 3Rs : Building rapport, trust and pride

• The proactive use of praise and positive reinforcement and how to structure interventions with and between students and provide dignity for all

The 3RS : Managing support from colleagues and interaction with parents

• Managing behaviour by using the “team” including how to best communicate with outside agencies and nurture positive support from parents







Emotional Blocks to LearningPresented by: Gary Hartley-Trigg Date: Tuesday 29th January 2013 Time: 9.30am – 3.30pm Cost: £90 Includes: Lunch & Refreshments

Target Audience: Teachers, Support Staff and Pastoral Staff

Course Outline: The underlying belief in this course is that a child’s capacity to learn effectively depends on his emotional development.

Conversely, if a person becomes ‘stuck’ emotionally then his or her learning may become temporarily blocked. Getting stuck can occur through bereavement, parental separation, a new arrival in the family, a change of school, even commonplace events like moving house. The more pervasive and disturbing signs of these blocks may be seen in children who have perhaps suffered trauma and abuse.

The workshop looks at theoretical aspects of emotional blocks to learning, particularly those informed by attachment theory and developmental issues, and subsequently will look at therapeutic teaching principles and practical ways in which classroom teachers can enhance the emotional development of their pupils in order to improve their learning capacity.

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Developing Assertive BehaviourPresented by: Mary Hartley Date: Friday 1st February 2013 Time: 10.00am – 3.30pm Cost: £90 Includes: Lunch & Refreshments

Target Audience: Anyone who feels they would benefit from the training

Assertive Behaviour is about communicating confidently and appropriately. It is not about being pushy or getting your own way, but focuses on responding to and managing situations in a confident manner which shows respect for yourself and for other people. Learning to behave assertively will lead to improved professional relationships and will increase your professional status and authority. This course will give you the skills and techniques to transform the way that you interact with colleagues, managers, parents and outside agencies. Through a variety of self-assessment exercises, discussion and activities, you will become able to put into practice what you have learnt and will return to work with enhanced confidence in your ability to behave assertively.

The day will cover the following:

• Understanding assertive behaviour

• Different styles of behaviour

• Understanding your own style

• Characteristics of assertive behaviour

• Barriers to assertive behaviour

• How to behave assertively

• Self-knowledge and self-protection

• Basic assertive statements

• Core techniques

• Being assertive in challenging situations

• Saying no with confidence and diplomacy

• Handling criticism

• Making requests

• Dealing with conflict effectively and diplomatically

• Handling non-assertive behaviour

• Developing an assertive presence

• Speaking with impact: words and phrases

• Listening actively

• Building rapport

• Body language

• Managing and reading non-verbal messages







Provocations for LearningPresented by: Alice Sharp Experiential Play Date: Tuesday 5th February 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch & RefreshmentsTarget Audience: Anyone working with children up to and including primary agePlay is the best way for a young child to learn. In the early years of a child’s life the way they learn to play, the resources they play with and the kind of engagement they ‘step’ into will contribute enormously to their development.Environments should provide a place where children have opportunities to explore, learn and develop with the support of sensitive, knowledgeable adults. There should be access to prompts, artefacts and provocations to stimulate ideas and thought journeys.

During this session delegates will: •� �Consider possibilities of enhancing their

space to ensure core curriculum is exciting and engaging

• Explore a range of contexts which will stimulate creative thinking

• Identify the ‘provocations’ they could use to involve children in sustained shared thinking

• There will be opportunities to consider Mark Making ideas, using tongs and spoons with pom poms and balls, treacle and toothpaste to charcoal and pencils.

• There will be time to explore the art of Kandinsky, Pollock and Klee and consider how they can be made into a multisensory experience to engage a 6 month old, 6 year old or indeed a 16 year old!!!

Ten Habits of Highly Effective CommunicationPresented by: Nick Owen Nick Owen Associates Date: Friday 8th February 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch & RefreshmentsTarget Audience: Anyone working within an educational settingIs this scenario familiar? You’ve taught a lesson really well. You’ve done exactly what you planned, your students enjoyed it and demonstrated their learning. Yet not long afterwards, many of the students have already forgotten much of it. Learning and memorising are not the same thing.This presentation explores techniques that excellent communicators use to ensure that their messages are understood, absorbed and remembered. It suggests that the processes of teaching and learning are greatly enhanced by the application of effective installation techniques and memorising strategies.So how can we enable and facilitate our learners’ abilities to memorise? This presentation offers ten brain-friendly ways to install memorable messages deeply and powerfully in the minds of your students, colleagues, friends, and loved ones. You can easily discover the secrets of the most successful and entertaining teachers, presenters, and communicators simply and effortlessly.

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The Adolescent TaskPresented by: Gary Hartley-Trigg Date: Tuesday 12th February 2013 Time: 9.30am – 3.30pm Cost: £90 Includes: Lunch & RefreshmentsTarget Audience: Teachers, any staff working with adolescents, foster carers and parents, counsellors, primary mental health practitioners.Course Outline: An exploration of what happens during adolescent development and what every young person needs to do in order to successfully make this transition from childhood to adulthood.What are the implications for a young person in relation to learning, family relationships and wider social areas?The influence of different attachment styles on adolescent development.The potential risks for adolescents who do not develop successfully through adolescence (mental health and social issues).

The Building Blocks of Literacy and Minority PupilsPresented by: Derrie Clark Date: Thursday 14th February 2013 Time: 9.30am – 3.45pm Cost: £95 Includes: Lunch & RefreshmentsTarget Audience: Anyone working with or interested in raising the attainment of minority pupils.We now have at least 30 years of incontrovertible research evidence into the most effective way to teach the English Alphabet Code. Do we need a different approach for children with English as a second language? This day will look at what the research actually concludes and will consider some of the barriers for ESL pupils and explores how these barriers may be overcome.If you have completed the Sounds-Write training, there will be some revisiting of the Word Level. There will, however, be an opportunity to share experiences of effective teaching and interventions for ESL pupils.







Introduction to Intensive Interaction:Building relationships with people with profound learning disabilities and complex needsPresented by: Janet Gurney Chief Executive, Us in a Bus Date: Friday 1st March 2013 Time: 9.30am – 3.30pm Cost: £90 Includes: Lunch & Refreshments Target Audience: Those wanting to communicate more closely with people of any age with profound learning disabilities and complex needs, eg. Teachers and TAs, support staff from day and residential settings, service managers, advocates, families, occupational therapists, speech & language therapists, etcMany people with profound learning disabilities and complex needs and/or sensory impairments find that building relationships with others can be a challenge. This can make it more difficult to be heard, valued and understood.

‘Us in a Bus’ is an independent organisation that enables people to connect with others through interaction, play and self-expression. Their experience demonstrates that establishing some common ground with people who are often isolated, can help them have more of an impact on the world. One of the approaches that can help this to happen is Intensive Interaction, a simple and empathetic way of encouraging people to communicate in ways that are familiar and natural to them.

Aims of the course:

• to understand the principles and techniques of Intensive Interaction

• to explore how these principles can be put in to immediate use

• to enable participants to build more fulfilling, interactive and equal relationships with the people they support

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The School as a “Secure Base” – Attachment in institutions

Presented by: Gary Hartley-Trigg Date: Tuesday 5th March 2013 Time: 9.30am – 3.30pm Cost: £90 Includes: Lunch & Refreshments Target Audience: Headteachers, senior management and policy makers in schools and residential settings, including secure accommodation, teachers, care staff, support staff.Course Outline: An exploration of the effect of Attachment Theory and children’s attachment patterns on their behaviour in relation to their environment. There will be some discussion of the physical and emotional requirements needed in any institution for children to feel their environment is a “secure base”. While we may take these things for granted with securely attached children, those with insecure attachments may have profound difficulties in managing the expectations demanded of them if they do not feel this security. The principles discussed can be applied at the macro level of the whole institution or a micro level of classroom or small group. Participants will therefore be encouraged to contribute examples of their own institution’s efforts to be a “secure base” and to widen our thinking of how we can improve those environments with practical suggestions.

The Wonders of Widgit(Communicate in Print)

Presented by: Kevin Ruddell Teacher & ICT Coordinator, Danecourt School. Date: Friday 8th March 2013 Time: 9.30am – 3.00pm Cost: £80 Includes: Lunch, Refreshments, materials & handoutTarget Audience: SENCO’s,Teachers,TA’s For: Suitable for all ages

During the day delegates will be guided through the Communicate in Print package and shown the potential of this resource in supporting the delivery of the curriculum to children with special educational needs. In the afternoon there will be an opportunity for delegates to create visual supports which will be useful to them within their own school setting. All materials are provided.

This programme is available to purchase at a discounted rate through Rainbow Court Training Centre.

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Strategies for Teaching & Supporting Pupils with ADHDPresented by: Colin Troy CT Training & Educational Consultancy Date: Tuesday 12th March 2013 Time: 9.30am – 3.00pm Cost: £90 Includes: Lunch, Refreshments & Handout Target Audience: SENCOs, Teachers, TAsAttention deficit disorders provide huge challenges in schools and colleges. The course will give an insight into how this condition affects learning, communication, and behaviour. The course will provide strategies for effective support and for behaviour management. The course will provide materials to help in classroom situations and will provide guidance on support in unstructured situations.The course will help with the following concerns:• what is ADHD and how does it affect

the pupil• how to support the learning of the pupil

with ADHD• how to manage the behaviour• How to develop emotional well being and

increase motivation

Friendship Skills in Young People with AutismPresented by: Dez Ridler Independent Advisor Date: Friday 15th March 2013 Time: 7.30pm—8.30pm Cost: £10 Includes: RefreshmentsTarget Audience: Teachers, TAs, Parents, Carers The essence of the talk is that it is possible to distinguish a range of skills that are useful for developing friendships and that for some people it is necessary to teach those skills.The friendship skills lecture is derived from an article by Tony Attwood in the magazine ‘Autism’ back in 2000, where he provided a suggested framework for looking at the skills a person might need to create and sustain friendships. It has developed from then into a much larger and more developmental view of the skills that might be useful, some ways to consider them and some strategies and suggestions to help promote their application. The talk ranges from initial skills through to complex management skills.

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Current Practice and Understanding in the Education of Children and Young People with ASD in a School SettingPresented by: Professor Rita Jordan BSc.MSc.MA.C.Psychol.AFBPS.PhD.OBE The University of Birmingham Date: Friday 22nd March 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch & RefreshmentsTarget Audience: SENCOs/Teachers/TAsThis day’s training will be geared to all those who work with children and young people with an autism spectrum disorder, whether in mainstream or special settings. It will begin with a summary of current understanding of the condition (from research findings) in so far as this affects teaching and learning. From this understanding there will be practical illustrations of how autism (which includes Asperger Syndrome) affects learning and behaviour and how professionals and carers can provide effective support for these individuals to manage their autism and to develop to be as good as they can be.

Non violent ResistancePresented by: Derrie Clark Date: Tuesday 26th March 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch & RefreshmentsTarget Audience: /Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff/ Health Professionals/Parents/Social Services PersonnelParents and teachers can be given various explanations for children and young people’s aggressive and unmanageable behaviour. While it may be tempting to believe that challenging behaviour can be dealt with by tackling an ‘underlying problem’, research does not bear this out. With very few exceptions, young people who act in violent and aggressive ways do so to control those around them.Commonly, behaviour problems in school or school refusal arise in a context of violent, aggressive and controlling behaviour demonstrated by children and young people at home towards their parents. Non-violent resistance is a systematic and empowering approach to helping families who find themselves in such a situation.Non-violent resistance was developed by Haim Omer and his team at the University of Tel Aviv over the last twelve years and is being further developed in the UK by Dr Peter Jacob at Partnership Projects. This day provides an introduction to the principles of Non-Violent Resistance illustrated through examples of NVR work carried out with parents by an Educational Psychologist and School Welfare Officer.






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Making the World A Less Confusing PlaceHelping poorly organised pupils cope with sequencing, rules, routines and change

Presented by: Maggie Johnson Date: Friday 26th April 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch, Refreshments & HandoutTarget Audience: SENCOs, Teachers, TAs, Professionals working with pupils who have language, learning, listening or organisational difficulties.

Many children with additional educational needs find the world a confusing place. They may be dyspraxic, language disordered, dyslexic, on the autistic spectrum, or simply one of those children who have difficulty fitting in. Perhaps they have comprehension difficulties or cannot read the hidden language of non-verbal communication and social behaviour that the rest of us take for granted. Perhaps they are poorly organised with difficulties in sequencing, task analysis, planning, following routines, and awareness of time-difficulties which will be reflected in both spoken and written language skills.

Maggie pulls these various threads together and considers practical ways in which we can help bring an increased sense of order to these children’s worlds by capitalising on their visual strengths. The day moves from increased understanding of daily routines and personal organisation to creative language work using a framework to assist curriculum differentiation and planning.

It will be relevant to professionals working in different contexts with pupils who have language, learning, listening or organisational difficulties. Although the emphasis will be on younger children, many elements of the course are applicable to secondary pupils and the transition process.







Outdoor Learning & Natural PlayOutdoor Play on a Shoestring

Presented by: Sarah Klaes Wild Learning Date: Friday 3rd May 2013 Time: 09.30am—3.00pm Cost: £80 Includes: Lunch & RefreshmentsTarget Audience: Anyone who works with children and wants to spend more time outdoors with them. Concepts can be adapted for early years through to primary.

Outdoor play on a shoe-string will be a day of fun and challenges outdoors.

Using the school field adjacent to the training centre we will explore the potentials of what there is to do outdoors and how playing outside provides a fantastic learning opportunity for the children and young people we work with. The concept is to take you far away from plastic cars, wind chimes and shiny bits to explore what the natural world has to offer in terms of play opportunities, often using things we all have and see every day, but have little inspiration to use. The course aims to give you several simple ideas which you can take away and use, which encourage natural play outdoors and don’t cost very much money or nothing at all.

We will spend most of the day outdoors, so please bring appropriate outdoor clothing and footwear. Please be aware you may get dirty.

Anxiety in Young PeoplePresented by: Dez Ridler Independent Advisor Date: Friday 10th May 2013 Time: 7.30pm—8.30pm Cost: £10 Includes: Refreshments

Target Audience: Teachers, TAs, Parents, Carers

The Anxiety talk will look at different aspects of anxiety and the impact on the individual, whether at school, work or home. There are strategies for anxiety management within a realistic framework that accepts that change will be in small stages.

The anxiety talk relates to pupils in general, but would also apply to pupils with autism although the strategies might differ slightly.

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Enabling Choice: What are we doing to ensure greater choice, voice and control for people with autism spectrum diff-ability.

Autism Spectrum Condition, Anxiety, Mental Health and How to Reduce StressPresented by: Dr Wendy Lawson MPAS MBPsS Bss, Bsw (Hons), GDip (Psychstud), GDip (Psychology), PhD (Psych) Date: Friday 17th May 2013 Time: 9.30am – 3.30pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: SENCOs/Class Teachers/TAs/Parents/Carers

Enabling Choice This presentation will outline the current brain imaging technologies and what they are showing about autism. This technology and the new way of thinking about autism can help to maximise the choice, voice and control of individuals living with autism. This presentation aims to address how autism is displaying a different way of thinking and of learning. It will demonstrate ways of bridging the gaps between those with and without AS, in an age where technology can be used to empower and give the AS population back the voice they have lost, thus enabling them to contribute to society and feel good about who they are.

Anxiety Stress and Mental Health Bitsika and Sharpley (1996) found that families who were supported and who experienced ‘hope’ for the future, suffered less anxiety than those who were ‘out there alone’. Understanding ASC, being part of a support group, having autism friendly teachers and other professionals, are some of the key factors in promoting a sense of hope and vision for the future.

This�presentation�will�briefly�explore�

• Why stress is high in families with Autism Spectrum (AS)

• How AS & cognitive challenges impact upon an individual; single attention, associated cognition and autism (SAACA)

• Relationship to neuro-typical (NT) information processing

• What this means with regard to stress and anxiety for parents of children with AS

• How to help: The system, the government, the family







PECS and the use of Speech Generating Devices (SGD)Presented by: Louise Malkin Pyramid Educational Consultants Date: Tuesday 21st May 2013 Time: 9.30am – 12.15pm Cost: £40 Includes: Refreshments

Target Audience: All professionals or parents wishing to implement PECS effectively.

With the current influx of communication devices and apps to the market how do we ensure that basic functional communication skills are maintained and taught right from the beginning?

SGDs were first introduced for people with motor difficulties like cerebral palsy or motor neurone disease and now those types of devices are being introduced to our learners with autism and other related communication difficulties. For these populations, language and cognition are often compromised and basic social and communication skills have not always been mastered prior to the introduction of a device. Because of this, the way we teach the use of SGDs needs to be specifically tailored to fit the needs of each individual paying attention to device capabilities vs. user capabilities.

In this talk we will give guidelines for deciding if someone is a good candidate for using an SGD, we will explore the pros and cons of several devices currently on the market and will discuss how we can use SGDs with the PECS protocol, and why we must teach the basic principles of communication to our learner first to ensure positive outcomes are achieved.

The workshops objectives: • Define Communication and Language • Describe communication and language development in ASD • Review of PECS • Device selection guidelines • Using the PECS protocol to teach use of the SGD

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Supporting Troubled ChildrenPresented by: Andy Vass Date: Friday 7th June 2013 Time: 9.30am – 3.00pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: For everyone in education working with disaffected young people.

During this course you will explore a solution focused approach to conversations between children, staff and parents where additional support is needed to boost success. You will also access many skills in a well structured model that moves beyond quick fixes to create sustainable change.

Building on your existing skills, this day will show you how to tap directly into the child’s own resources, generate motivation plus build optimism and collaboration for positive change.

This course covers:

• How to internalise resources

• Build trust and rapport quickly

• Essential components for reaching our potential

• Influential language patterns for change

• The difference between problems and solutions

• The psychology of change

• What stops people changing.

Attending the course will help you to:

• Talk so students will listen and listen so students will talk

• Create compelling goals with students

• Use the RIGAAR model for generating solutions and moving forward

• Replace limiting beliefs with empowering alternatives

• Build lasting self esteem in students by amplifying strengths

• Reconnect students with the possibility of progress







Coping Strategies for Anxiety, Stress and AngerPresented by: Simon Millard Together in Communication Date: Thursday 13th June 2013 Time: 9.30am – 3.00pm Cost: £95 Includes: Lunch & Refreshments

Target Audience: Ideal for people who struggle at times with relationships, conflicts, communication and responsibilities. Whatever your situation, this course aims to help you define a new, positive approach.

Course Aims:

You will learn practical skills to help you express your views and opinions confidently, and ask for what you want in a way that gets listened to. Through group interaction and experiential learning, you will learn to understand your anxiety and anger and open up some choices on reducing your stress levels. This course will give you the skills to achieve greater confidence and gain greater control of your life.

Course Outline:

• What is anxiety, stress and anger?

• Triggers

• Core emotions

• Causes of anxiety and anger

• The 5 styles of anger

• Why do we get angry Neuroscience data

• The ‘Clearing’ process

Effective Mentoring of Students in Need of Learning SupportPresented by: Colin Troy CT Training & Educational Consultancy Date: Tuesday 18th June 2013 Time: 9.30am – 3.00pm Cost: £80 Includes: Lunch & Refreshments

Target Audience: This course is suitable for pastoral behaviour and learning mentors and all staff working with students in need of learning support.

This course will provide practical strategies for supporting students to develop self esteem, self management of their behaviour and help with motivation and organisation. It will provide information on how to overcome barriers to learning. The course will provide resources to help plan monitor progress and develop student independence.

The course will cover:

• The essentials of mentoring.

• Overcoming barriers to learning.

• Teaching social skills.

• Developing self esteem.

• Working towards greater independence.

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The Curious Case of ADHD and ASDPresented by: Fintan J O’Regan Date: Thursday 20th June 2013 Time: 9.30am – 3.00pm Cost: £95 Includes: Lunch & Refreshments


The course will include:

•� �Demystifying�Attention�Deficit�Hyperactivity�Disorder�and�Asperger�Syndrome

Understanding the specific symptoms of both conditions and those of co morbid issues including SpLD, ODD and CD.

•� �Meeting�the�needs�of�children�with�ADHD�and�ASD

Understanding the message of ADHD/ASD and what it means to make reasonable accommodations in line with Equality Act in terms of early identification and school based provision.

•� �Classroom�Management�systems�and�strategies

Assessing a range of tried and tested strategies for classroom options of learning and behaviour management of children with ADHD and ASD.

•� �How�to�improve�relationships�with�peers�to�reduce�bullying�while�improving�social skills

Looking at the principles of socialisation options and how best to deal with non classroom time including breaks and lunchtime.

•� �To�consider�the�impact�of�Multi�Agency�options�for�the�management�of�ADHD/ASD and related conditions

Considering the range of options for management including medication and the power or coaching and counselling.

•� �Working�with�parents�and�how�best�to�support�supervisors�with�specific�children

By creating a group of case studies on the day we will consider options for short and long term change both with students and families of children with ADHD/ASD.







Presenters

Alice Sharp – Experiential PlayAlice is the Managing Director of Experiential Play, an organisation that specialises in training and personal development programmes for those working with children from birth up to and including primary age.

Andy VassAndy has spent the last 35 years as a teacher, trainer and coach. Also as a parent of three teachers (and husband of one) he is fully immersed in education and how schools function.Andy works both in the UK and internationally with organisations and individuals to support successful improvement, through developing positive behaviours, emotionally intelligent relationships and solution focused cultures.

Colin Troy - CT Training & Educational ConsultancyColin Troy is an experienced educationalist with over 30 years of teaching experience, eight of which were as Head of two special schools. He is now a consultant, trainer and lecturer specialising in pupils and students of all ages with special educational needs and learning support. Colin has worked with the UN Development Fund promoting awareness on special needs issues and was keynote speaker at the International Schools Conference in Prague. He is an assessor for the Inclusion Quality Mark and acts as an advisor to local authorities on inclusion issues. As a trainer Colin’s energetic and experiential style enables delegates to understand how people with special needs experience the world around them and gives practical help to enable them to develop effective intervention and management techniques. Delegates have found Colin’s style inspirational but essentially practical.

Derrie ClarkDerrie is a Chartered Educational Psychologist who has worked in Kent for seventeen years. She specialises in literacy and has a particular interest in raising the attainments of vulnerable and minority pupils.

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Dr Wendy Lawson MPAS MBPsS Bss, Bsw (Hons), GDip (Psychstud), GDip (Psychology), PhD (Psych)Dr Wendy Lawson MAPS lives in Australia and is an adult with high functioning autism. As well as presenting internationally and publishing many journal articles, Wendy has written several books varying from her autobiography to an everyday text on Autism. Her latest book is entitled: The Passionate Mind: How people with Autism Learn. Wendy’s work explores the influence of neurological development in individuals with autism with reference to impact upon learning styles. Wendy was awarded fourth place as ‘Australian of the year’ in 2008. As a writer, poet and educator, Wendy is well known both in the Northern and Southern hemispheres. Becoming a psychologist and sharing her knowledge, understanding and experience of life encounters, including autism and Asperger’s diff-abilities, is an ongoing journey that Wendy welcomes.

Fintan J O’ReganFintan is one of the leading behaviour and learning specialists in the UK. He was Headmaster of the Centre Academy School, regarded as the first specialist school within the UK for children with ADHD/ODD from 1996-2002. Prior to this he was a Deputy Head, Head of Department and Science/PE teacher in schools in London, Newcastle & Washington DC. The SF3R behaviour & learning model developed by Fin forms the principles of his approach regarding proactive short term & long term solutions to behaviour and learning success. He is currently a behaviour and SEN consultant for the Specialist Schools and Academies Trust (SSAT), an associate lecturer for Leicester and Brunel Universities, the National Association of Special Needs (NASEN) and the Institute of Education. He is also an educational consultant for ADDISS and Chairman of the European ADHD Awareness Taskforce. Fin has published numerous articles & books on the subject of Behaviour and Learning and is author of the TES award winning book Educating Children with ADHD (2000)

Gary Hartley-TriggGary is an Educational Psychotherapist, having trained at the Caspari Foundation in London. He is registered with the United Kingdom Council for Psychotherapy (UKCP). He is also a counselling supervisor accredited by the British Association for Psychodynamic and Psychoanalytical Supervision (BAPPS). Gary has over 30 years’ experience of working with children, parents and children’s services professionals, as a teacher, therapist, consultant and trainer, in schools and other settings. He is the Clinical Director of Counselling in Schools which offers managed counselling services to schools and other institutions, and also works in private practice.Much of Gary’s experience and interest is in bereavement, attachment difficulties in children, and working with people with learning disabilities. He is particularly interested in areas of psychodynamic thinking and psychoanalytical theory and their relevance to schools. Gary has also trained as an Expert Witness, a Solution Focussed Brief Therapist and is qualified to conduct the Attachment Style Interview (ASI) which is used to assist in assessment of adults in the fostering and adoption field.







Janet Gurney – Chief Executive, Us in a BusJanet has over 20 years experience in supporting people through intensive interaction. Her training workshops have been developed and delivered in response to requests for Us in a Bus to share some of their approaches to building and developing relationships with people who can seem ‘difficult to reach’ including people with Autism.

Laura SharpLaura Sharp has thirty years experience in primary education in London and the South East including senior leadership roles. Her most recent role was a five year period with the National Strategies as a Senior Adviser where she worked on the highly acclaimed Communication, Language and Literacy Development (CLLD) Programme; planning and delivering high quality CPD and materials in order to support LAs, ITT, teachers and practitioners improve language and literacy outcomes for all children. Laura is passionately committed to ensuring that children experience an enriching an motivating language and literacy provision in the home, school or setting. She knows that the role of the adult is crucial; that training and support should have identifiable and immediate impact on enhancing and improving adult practice.

Maggie JohnsonMaggie is a consultant speech & language therapist specialising in childhood communication disorders and selective mutism. Her experience in education and community setting spans over twenty years in special schools, language units, mainstream schools, clinics and multi-agency centre. Maggie is also author of several books.

Marian Mullender –Teacher – Danecourt School Member of The Register of Exercise Professionals, Tai Chi Instructtor and Teacher of Yoga for children with Special Needs

Mary HartleyMary Hartley is a presenter, writer and personal development coach specialising in communication and people skills. She has been a head of department and head of year in secondary education and has a training qualification from the Chartered Institute of Personnel and Development. Mary presents courses and workshops for staff in the public and private business sectors as well as in schools and colleges.

Nick Owen – Nick Owen AssociatesNick is Director of Nick Owen Associates, an educational consultant, visiting professor at Insead/Cedep in France and an Associate Lecturer at the de Baak Management Centre in the Netherlands delivering programmes on transformational leadership. Over the last 25 years he has worked with FTSE 100 companies as well as organisations and educational establishments in Asia and Latin America. Nick is also a best selling author

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Professor Rita Jordan BSc.MSc.MA.C.Psychol.AFBPS.PhD.OBE –The University of BirminghamProfessor Rita Jordan is an important figure in the world of Autism having taught in primary, nursery & special schools including 9 years as Deputy Principal of a school for children with Autism. Professor Jordan taught clinical linguistics, special education, and primary education at University of Hertfordshire and is now leading a team of academics in Autism Studies providing a range of professional development programmes in Autism Spectrum Disorders at the University of Birmingham. Professor Jordan has served on national and international task forces on autism and consults and lectures world-wide. Professor Jordan spent 4 months as a visiting professor in Clinical Psychology at the University of Kyushu in Japan.

Patricia BabtieCo-author of The Dyscalculia Assessment. and teacher at Emerson House, London, a Specialist centre for dyscalculia and dyslexia. Patricia is also an independent special needs teacher specialising in numeracy difficulties. Since 1998 she has taught in private and state primary schools, as well as working with secondary pupils and adults. Patricia is particularly interested in devising ways of integrating SEN interventions into the classroom. She is a collaborator with the London Knowledge Lab (Institute of Education) on the project ‘Digital Interventions for Dyscalculia and Low Numeracy’.

Sarah Klaes – Wild LearningWild Learning is an independent company that specialise in outdoor play, natural learning and Forest Schools. Sarah Klaes is the training Manager and has 13 years of experience working with children and adults of all ages and abilities outdoors. Her experience covers conservation work parties with volunteers, community environmental events and projects, managing an urban Environmental Education Centre, delivering adult training for conservation and the environment and being a Forest School Leader and Trainer.







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Wealden Forest Park, Herne Common, Herne Bay, Kent CT6 7LQ

Contract f looring for schools a speciality Also available for domestic work

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Longview Farm

Longview Farm near Maidstone, Kent is proud of the quality of its free range rare breed pork; we have been told by our customers that it is the best pork they have ever tasted. Why don’t you try for yourself? In addition to the usual cuts of meat and bacon we also supply sausages in a variety of flavours including our very popular Pork and Ale and our fiery Welsh dragon.

For information on availability and costs please contact us and we will send you a price list and order form.

Free range chicken and ducks eggs and homemade jams and chutneys are also available for sale.

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An innovative way of delivering learning to children at www.funiversity.com

A unique active wellness system for the body and mind at www.yokachi.com

Fun virtual lessons

Classroom focus - Prepare to learn!

WAT lead the way - Yokachi for the teacher

Fun online courses for kids Downloadable activity days

WAT - Web Assisted Teaching

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