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In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Online Course now available via Teachable Platform – Understanding Movement Differences Learn at your own pace… lots of text and video support Course Category Autism and Communication Inclusion Parents and Carers Behaviour and Relationships Description In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Family perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labelled ‘autistic’ “We are all much more simply human than otherwise, be we happy and successful, contented and detached, miserable and disordered, or whatever.”HARRY STACK SULLIVAN Testimonials ‘Very respectful of people on the spectrum.’ ‘Really gave me an idea of how people feel.’ ‘Ways of reaching a person not a condition.’CLAIRE Learning Objectives Increased confidence regarding including autistic people Access to a wider range of practical strategies to impact on communication and behaviour issues Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of autistic people Who Is It For? Social Care workers Personal Assistants Early years and school based practitioners Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents Brothers and sisters Local authority support services Community workers and carers Course Content The course answers the questions : What is autism? How do we go about including autistic people? What does autism have to do with me? Key themes include: Movement differences Strategies for Facilitating Communication Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support School and Family Partnerships Learning to Listen Positive Behavioural Supports

In this practical workshop session we will explore ways of including pupils who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Course Category Autism and Communication Description In this practical workshop session we will explore ways of including pupils who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Parental perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labeled ‘autistic’ “We are all much more simply human than otherwise, be we happy and successful, contented and detached, miserable and disordered, or whatever.”HARRY STACK SULLIVAN Testimonials ‘A great day – going away buzzing with ideas’?? ‘Thanks for a wonderful day. Useful informative and a real ‘eye opener’. I feel that I am able to understand why some autistic children carry out certain actions’ ‘I have gained a lot of knowledge and understanding and will be able to help support and accommodate children better. Thank you.’ ‘I now know autism is part of us all’ ‘Useful to stand in shoes of autistic people’ ‘I was blessed to be on this day’ ‘I will take all these ideas back to the nursery’ ‘Very respectful of people on the spectrum.’ ‘Ways of reaching a person, not a condition.’ ‘Really gave me an idea of how people feel.’ Learning Objectives Increased confidence regarding autistic pupils and their inclusion in mainstream schools Access to a wider range of practical strategies to impact on communication and behaviour issues Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of young Autistic people in all settings Who Is It For ? Early years and school based practitioners Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents Local authority support services Community workers and carers Course Content The course answers the questions : What is autism? How do we go about including autistic children or young people? What does autism have to do with me? Key themes include: Movement differences Strategies for Facilitating Communication Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support School and Family Partnerships ‘Learning to Listen’ – Positive Behavioural Supports Developing School wide Supports for Teachers and Students

Person centred rehabilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. Course Category Inclusion Person Centred Planning Visioning and Problem Solving Peer Support Description Person Centred Rehabilitation Person centred rehabilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. PERSON CENTRED PLANNING A Person Centred Planning event would be carried out using the PATH or MAP process – majoring on dreams and goal setting leading to precise action planning. Facilitators would carry out the PATH or other person centred process. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the later follow up inclusion facilitation work. Following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. INCLUSION FACILITATION The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. Agreed visits from the Inclusion Facilitator are then carried out over a 3 month period. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist needs to be there to support the facilitator at all times and will guide all work done by the inclusion facilitator. Is this just Support work? No! This is proactive engagement – doing whatever is required. This is not passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. The work is built on careful research around a person’s interests and what opportunities exist locally There is community mapping There is work to tackle an individual’s own resistance and reluctance to engage more socially There is a need to engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders You will need to build circles around a person There is a need to create the conditions in which friendships can flourish There is a need for direct psychological supervision and support throughout This work is short term and intense. The facilitator’s main aims will vary depending on the dreams and goals of the focus person. The basic aim of the inclusion facilitator is to better the focus person’s quality of life. Learning Objectives 1 To create a better life for the Individual. 2 Give Individual and family a clear vision of a good life and to support first steps towards this 3 To maximise individuals inclusion and connection with the wider community. 4 To help with friendship, social connection and education 5 To increase confidence, social skills and presence in their local community and to pursue goals and dreams. Who Is It For? Anyone who is involved in the rehabilitation of children or adults who have become disabled through accident or trauma and who is committed to helping them get their life back on track. Course Content Understanding ordinary needs – the dimensions of social inclusion Pursuing the dreams and goals of the individual Improving social skills Community Mapping Being comfortable in social environments Developing conversational skills Having a positive mindset Staying physically active Building relationships Help in meeting new people Create natural circles of support Creating a community circle Having positive body language Employment of support staff Pursuing personal interests   If you like this you will almost certainly enjoy: Person Centred Planning using PATH and MAPs

Learners will be introduced to the design, installation, commissioning, and maintenance of Access Control systems.

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Duration 3 Days 18 CPD hours This course is intended for The primary audience for this course is an IT, facilities or data centre operations professional working in and around the data centre and having the responsibility to achieve and improve high-availability and manageability of the data centre. Overview After completion of the course the participant will be able to:? Understand the design life cycle of data centres and the stages involved? Discuss the data centre requirements in great level of detail with vendors, suppliers and contractors to ensure that these requirements are met? Validate design plans, quotes and offers proposed by vendors/contractors? Understand redundancy levels for both the data centre design/setup and maintenance? Understand the various building considerations such as bullet proofing, mitigation of seismic activity, fire ratings and thermal stability? Understand how to install a raised floor that meets requirements, avoiding misalignment, level differences and leakage? Understand how to read a Single Line Electrical Diagram to identify and avoid the most common design issues? Choose the correct UPS and parallel configuration, learn and avoid classic parallel installation mistakes? Understand how to calculate battery banks, validate offered configurations to ensure they meet requirements? Understand what distance to keep to avoid EMF issues for human safety and equipment disturbances? Understand the fundamental cooling setup, CFM, Delta-T and other important factors? Understand contamination factors and limitations? Understand full details of fire suppression options, how to calculate gas content and verify installations? Understand how to measure data centre energy efficiency and how to improve it The course will bring participants to the level of a suitable sparring partner with suppliers. They will be able to verify offers provided by vendors for correctness, effectiveness and efficiency. Data Centre Design/Life Cycle Overview Overview of the phases of a data centre life cycle Planning, re-alignment and continuous improvement Standards and Rating Level Definitions Rating level history Difference between Uptime and TIA-942 Rating level definitions Redundancy options (N+1), 2N, 2(N+1) Concurrent Maintainability/Compartmentalisation Example configurations Substation and feed requirements Maintenance options Operational processes guidelines/standards Skill development Building Considerations Building location considerations Floor and hanging loads requirements Fire rating for walls and glass Blast protection Bullet proofing Forced entry protection Advanced Raised Floor & Suspended Ceiling Raised floor installation guidelines Techniques to install a proper and leveled raised access floor Common mistakes Choosing the right tiles and their locations Seismic-mitigating floor constructions Choosing the correct suspended ceiling Advanced Power Power infrastructure layout; Formulas which you should know for the data centre Single Line Electrical diagrams; how to read to ensure key components are present for protection Over current protection devices (MCB/MCCB/VCB/ACB/Fuses) definitions and what to use where Earth Leakage devices (RCB/RCD/ELCB/GFCI/ALCI/RCBO), definitions and what to use where Sizing of protective components Lightning strikes and surge protection devices (TVSS/SPD), how they operate, where to use and how to install Power cabling and cable run considerations PDU/DB setup and minimum requirements Generators; Generator types: Standy/Prime/Continuous Component make up and functions Fuel storage and calculation Paralleling of gen-sets Generator room/area requirements UPS Systems; Required specifications for UPS systems How to read data sheets and select the correct UPS Requirements for parallel configurations and avoid pitfalls such as single point of failures How parallel installation should be done, classic mistakes made by installers and how to avoid these Harmonic Filters; Active/Passive filters and their application Battery Banks; Battery bank terminology Designing battery banks, how to calculate, and double check the battery bank to be installed Battery charging pitfalls and ensuring the right charger is being installed and used Using parallel battery banks; how to properly install them, limitations and risks when using batteries in parallel How to test batteries correctly and make decisions on cell/block or string replacement Battery casing choices; ABS, V0, V1, V2 Alternative energy storage; flywheel, re-usable cell, compressed air UPS, etc. Advanced Electro Magnetic Fields Sources of EMF Difference between single, three phase and bus-bar EMF Options available to measure EMF and how to interpret the results from single-axes and composite measurements Guidance on safe distance for equipment and humans Calculation of EMF attenuation factor for shielding material permeability and saturation factors Advanced Cooling Important definitions; dry-bulb, wet-bulb, dew-point, RH, sensible and latent heat Psychometric chart and ASHRAE recommendations Environmental class definitions and thermal specifications Temperature/humidity measurements guideline Heat dissipation methods Altitude impact on temperature intake to ICT equipment Floor plan setup for effective cooling Differences in tile surface and supporting structure and the air-flow performance impact Rack door construction and the flow performance impact Equipment Delta-T and its impact Optimising air flow Thermal units conversions Calculations for air volume displacement (CFM/CMH) Cooling capacity calculations Air-conditioning selection De- / humidifying options Air conditioning efficiency SHR impact on cost saving Efficiency indicator New cooling principle and techniques (Submerged, VSD/VRF/ECF/water- and air side economisers) Redundancy guidelines for air-conditioners avoiding classic misconceptions and mistakes for meeting ANSI/TIA-942 compliant designs Installation requirements Connections to fire panel and EPO Commissioning of air conditioners Set points and calibration CFD (Computational Fluid Dynamics) Advanced Fire Protection The fire triangle and elements to stop a fire Detection systems in detail (VESDA, VIEW, smoke sensors) Considerations for installation of sensors Proper testing of smoke sensors Water based systems i.e. deluge, wet-pipe, dry-pipe, pre-action and why most of them don't work and how to detect this Details on Inert and Halocarbon systems and how to select the correct system for your data centre How to calculate the gas content ensuring the appropriate level is installed to suppress the fire including safety considerations Other requirements for gas systems such as release times, hold times, pipe install requirements and other important factors Requirements for the fire detection panel Installation verification, methods, what to check and how New advanced fire suppression technologies Design and Install Scalable Networking Cabling System ANSI/TIA942 cabling structure topology ToR, EoR Design Intelligent patching systems Installation best practice such as routing, bending radius, separation from power, containment fill ratio, fiber link loss calculator, bonding and grounding requirement Standard for telecommunications labeling and administration Environmental Specifications and Contamination Control Acoustic noise effects, regulations, specifications and limits Data centre contaminations and classifications Measurements, standards and limits Preventive measures and avoidance Data Centre Efficiency Business drivers to go Green High-availability or Green? Green guidelines and standards How to measure it and what are acceptable numbers compared to the general industry PUE classes defined by Green Grid and issues with PUE Techniques for saving energy in all parts of the data centre i.e. application/system level, cooling, power distribution Mock ExamEXAM: Certified Data Centre Specialist

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This day is relevant to anyone involved in the task of developing an Inclusion Policy. How to create a real policy built around shared vision with true community commitment. Participate in this very practical workshop to take your first very real steps forward. The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of pupils who are different and the policy and practice which currently exist. Course Category Strategic Work Description This day is relevant to anyone involved in the task of developing an Inclusion Policy. How to create a real policy built around shared vision with true community commitment. Participate in this very practical workshop to take your first very real steps forward. The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of pupils who are different and the policy and practice which currently exist. Testimonials Be the first… Learning Objectives Increased confidence regarding developing an inclusion policy Understanding of essential steps to be taken to make inclusion policy a reality Deeper understanding of core values surrounding inclusion of disabled children Who Is It For? Anyone needing to create an inclusion policy Course Content The course answers the questions: Why an inclusion policy? What is the scope of an inclusion policy? How can an inclusion policy become a reality? How do I roll this out? We will cover: Legal and ethical background Local requirements Vision and Values Aims and Objectives Scope Evaluation and monitoring Complaints procedures Community involvement Consultation Implementation Practical steps If you like this you may like: KEYS TO INCLUSION

Circles of adults is a process that ‘listens deeper’ to generate reflective problem solving that can create lasting behaviour change and effective behaviour intervention plans. This is a particularly valuable process for those looking to enhance their leadership and facilitation skills or to build such processes into their school or team approach to complex pupils. ‘The question is not should they be here anymore. Now it’s how can we figure out how best to include them?’ In this practical workshop session we will explore ways of problem solving around complex situations. The session will be practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to problem solving around systemic, organisational as well as individual inclusion issues. Behaviour problems, relationship challenges and personnel dilemmas can all be worked on with these team oriented problem solving processes. We will introduce participants to a powerful and effective approach. The ‘Circles of Adults’ approach addresses the need for a problem solving process that is able to take an in-depth look at meeting the emotional needs that commonly underlie challenging behaviour in schools. The approach is co-facilitated and is designed to enable the participation of teacher teams to reach a deeper understanding of a young person and to evolve a set of hypotheses and emerging strategies that better accommodate to unmet emotional and learning needs. The approach takes at least 90 minutes and is intended for use with the most challenging young people, those at high risk of being permanently excluded from the regular school system. Learning Objectives Increased confidence regarding problem solving around inclusion in mainstream settings Access to a wider range of practical strategies and techniques to impact on communication, realtionship, learning and behaviour issues Learn new problem solving processes Course Content The course answers the questions : How to set up and run a Circle of Adults process How can we work out how to include this child best? How can we understand what lies beneath their behaviour? Is there a more structured way to run this meeting? Can we explore the emotional impact the person is having on us and still agree strategies? How can I get unstuck from this problem?

In this course we explore Mental Health and address how such needs can be met in mainstream classrooms. Course Category Behaviour and Relationships Meeting Emotional Needs Description This is our lead workshop/training day on understanding mental health, behaviour and relationship work in schools other settings and is both a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and young people of all ages. Not just another day on ‘Behaviour Management’ – Our Mental Health Day goes well beyond a rewards and sanctions approach to ‘behaviour’. We will be focused on those young people for whom rewards and punishments do not always work and who confuse the adults who work with them. We aim to take a relationships-based approach and to give those attending an opportunity to think more deeply about why young people do the things they do and what our part as adults is in creating, sustaining and changing these behaviours. The day gives those present opportunities to reflect on their attitudes and practice in relation to children’s behaviour and relationship building.   If your usual approaches to managing tackling mental health needs aren’t working with particular individuals then take a tour through this range of cutting edge strategies for bringing about positive behaviour change, and for meeting challenging emotional needs  Learning Objectives reinforce and affirm good practice re-energise, stimulate and challenge thinking about inclusion of challenging pupils and children increased understanding of mental health increased confidence in managing challenging pupils in mainstream schools access to a wider range of practical strategies to impact on behaviour problems opportunity to reflect on professional attitudes and behaviour towards mental health in families and pupils Who Is It For ?  Anyone concerned with understanding and meeting emotional and mental health needs  Course Content Circle of Courage – belonging-achievement-generosity – independence – model for understanding mental health Compass of Anxiety – understanding and going deeper Active listening – Listening to the person underneath the behaviour Involving other children and young people in solutions and interventions - Circles of friends: peer support, counselling and mediation Team Problem Solving – Solution Circles: a 30 minute group problem solving process to get Teams ‘unstuck’ and to generate positive first action steps Restorative justice and restitution: principles and practice of this approach to repairing harm and restoring relationships without reliance on punishment Understanding the effects of Separation, Loss, Trauma and Neglect on children’s learning and relationships in school and what adults can do to reach and support these children