18 Educators providing Courses delivered Live Online

In this workshop we explore how to understand movement differences of those with ADHD/Autism, Tourettes or Cerebral Palsy in a non-medical way. Online course coming soon Online Course now available via Teachable Platform – Understanding Movement Differences Learn at your own pace… lots of text and video support Course Category Inclusion Autism and Communication Behaviour and Relationships Description In this workshop we explore how to understand movement differences of those with ADHD/Autism, Tourettes or Cerebral Palsy in a non-medical way. Learning Objectives To understand movement differences using a respectful model that helps us all empathise For participants to understand the underlying rationale and ethos of this way of working To explore ways of maximising an individual’s inclusion and connection with the wider community through useful strategies around their movement challenges To explore ways of helping with movement accommodations Who Is It For? Anyone interested in mobilising the community to make it more inclusive around disabled or challenging individuals. Course Content • Understanding movement differences: stopping/starting/executing/switching and combining • Inclusion strategies • Building relationships • Frameworks of support

Is your learner ready to transition to a Speech Generating Device? Do you need help selecting a device and/or preparing your learner for the transition? This training will help get your questions answered! 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? Speech Generating Devices (SGDs) were first introduced for people with motor difficulties like cerebral palsy and now these 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 devices capabilities vs. user capabilities. This full-day workshop will describe procedures for analysing a learner's current PECS skills to determine candidacy for transitioning to a Speech Generating Device (SGD), choosing a device, and teaching functional use of the device, and why we must teach the basic principles of communication to our learner first to ensure positive outcomes are achieved. *Participants should bring a Speech Generating Device (SGD) to the training for use during a variety of activities. WATCH VIDEO TOPICS COVERED INCLUDE Review of the PECS Protocol The unique challenges of learners with complex communication needs Procedures for analysing current PECS skills Determining candidacy for transitioning from PECS to a Speech Generating Device The 5 criteria for appropriate device selection Preparing the learner for the transition Using elements of the PECS protocol to teach functional SGD use Problem solving SGD use Tuition Includes: Detailed Handout with space for note taking, Delegate Practise Bag and Certificate of Attendance. CEUs: 5.5 BACB CEUs; Satisfactory completion of this course requires participants to be present for the duration of the course and to participate in all student responding activities (e.g. questions, role play, quizzes, and surveys). Pyramid Educational Consultants is an approved BACB ACE Provider for Learning (Type 2) Continuing Education Credits. The BACB does not warrant, endorse, sponsor, approve, or partner with the event, organisation, or instructor.

It is estimated that more than 1.2 million people in the UK are living with a learning disability. Healthcare and social care workers must have an adequate understanding of the needs of people with learning disabilities. It is also essential that they listen to the needs, hopes and aspirations of those living with learning disabilities, their careers, friends, and families. An improved knowledge, together with current guidance and best practice recommendations help to improve the care provided to people who have learning disabilities.