Early Years

SELF-REGULATION: EFFECTIVE SUPPORTS FOR THE CLASSROOM AND BEYOND

ALL STAFF IIN KINDERGARTEN AND PRESCHOOL, JUNIOR PRIMARY, PRIMARY AND SPECIAL EDUCATION SETTINGS INCLUDING LEADERSHIP, SPECIAL EDUCATIN AND WELLBEING COORDINATORS, COUNSELLORS, CLASSROOM TEACHERS AND SUPPORT STAFF

ALL STAFF IN HIGH SCHOOL ENVIRONMENTS ARE WELCOME AS THE CONCEPTS CAN BE ADAPTED FOR THAT POPULATION, HOWEVER PLEASE BE AWARE THAT SECONDARY SETTINGS ARE NOT THE TARGETED POPULATION FOR THIS WORKSHOP

PRESENTER - DALE HEATH, OCCUPATIONAL THERAPIST

This workshop will focus on learning and developing effective teaching plans to support classroom self-regulation skills. Additional information will be included on how to integrate supports for students who have more difficulty due to social, developmental, or disability related challenges. The workshop will be practical, interactive and adjusted to meet your learning goals.

Learning outcomes for this workshop include:

• Increased understanding of self-regulation skills and expectations
• Confidence in explaining the importance of teaching self-regulation within the curriculum
• Knowledge of practical whole class programming ideas to teach self-regulation
• Hands-on experience trying simple classroom strategies
• Understanding of core adaptations and strategies to support individual students with additional needs.

FLYER

5 STEP POSITIVE BEHAVIOUR SUPPORT SYSTEM

ALL SCHOOL AND EARLY YEARS STAFF WORKSHOP - MAINSTREAM AND SPECIAL EDUCATION. Less suitable for TRT staff unless having explicit interest in PBS practices and/or attend with the teaching/leadership team)

PRESENTER - KYMBERLY LOUISE, BEHAVIOURAL SCIENTIST

This workshop is best suited for staff teams to participate, as strategies discussed can involve hands-on 1-1 interaction, or site-wide change to reduce the instances of challenging functional behaviour.

This workshop will provide participants with a plan for learning how to identify and respond to the function of students’ behaviour in order to create positive outcomes for students, leading to calmer classrooms and better quality of life outcomes for students and staff.

Suitable for all school staff, the 5 step process will introduce you to a systematic approach to reducing behaviours of concern in the educational environment. It is based on systematic processes derived from decades of evidence based practice in psychology, disability, and education.

Learning outcomes include:

• Understanding methods for detecting functions for behaviours of concern
• Awareness of how the environment may be contributing to student’s behaviours of concern
• Developing strategies for preventing and responding to behaviours of concern ethically and sustainably.

FLYER

NAVIGATING COMMUNICATION & SOCIAL INTERACTIONS FOR STUDENTS ON THE AUTISM SPECTRUM

ALL STAFF IN JUNIOR PRIMARY, PRIMARY, MIDDLE, SECONDARY SCHOOLS AND SPECIAL EDUCATION

ALL STAFF IN EARLY LEARNING ENVIRONMENTS INCLUDING CHILD CARE, EARLY LEARNING CENTRES, KINDERGARTEN AND PRESCHOOL

PRESENTER - LIBERTY GATES, SPEECH PATHOLOGIST, LIBERTY SPEECH PATHOLOGY

This workshop is intended for all school staff working with students or involved in planning, program or policy development for students on the Autism spectrum. The workshop will provide a brief introduction to Autism, followed by a comprehensive review of communication issues for kids and teens on the Autism Spectrum, including:

• Students who can’t communicate verbally
• Difficulties having a conversation
• Difficulties understanding another person’s perspective
• Over-sharing about their strong interest
• Difficulties with understanding and solving problems
• Difficulties understanding that their knowledge/thoughts/beliefs could be different from someone else’s knowledge/thoughts/beliefs
• Difficulties understanding hidden intents, such as ulterior motives and advertising
• Difficulties understanding figurative language.

FLYER