60 Disability courses

This practical half day course is designed to teach your staff to effectively deploy and use an...

How can we interrupt the isolation of disabled, challenging and other ‘different’ children and adults? This is our lead workshop/training day and is both a values primer and a practical guide to successful strategies for developing inclusive practice in educational and non educational settings for children and young people of all ages. This is practical plus being a ‘hearts and minds’ day. What does inclusion mean? Can we imagine what an inclusive school look like? What do we have to do? The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of children and adults who are different or challenging. The Keys can be presented as a powerful interactive Keynote for large conferences. A great way to launch a conference as the first key is ‘welcome’. Learning Objectives Increased confidence regarding developing inclusive practice in mainstream schools and other settings Access to a wider range of practical strategies to impact on behaviour problems Deeper understanding of core values surrounding inclusion of disabled and challenging children and adults Opportunity to reflect on professional attitudes and behaviour towards parents and pupils New skills and processes to make inclusion successful Course Content The course answers the questions : Why inclusion? What is inclusion? How do we go about including high profile children or young people? What does inclusion have to do with me? Best delivered over the course of a full day, ‘Keys to Inclusion’ introduces participants to 6 guiding Ideas that underpin inclusive practice. The importance of WELCOME Inclusion is about Adults’ learning Taking the Long View Giftedness as a new paradigm for understanding disability and difference The Intentional Building of Relationships – ‘Circle of Friends’ work as an example of this Not doing it alone – the importance of Teams in developing inclusive practice.

Facilitated by Registered Clinicians with extensive experience

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation 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. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. What is Inclusion Facilitation Work? ‘We do whatever it takes!’ Usually a Person Centred Planning event would be carried out using the PATHor MAP process – majoring on dreams and goal setting leading to precise action planning.  An experienced psychologist alongside the inclusion facilitator would carry out a PATH. 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 inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. 12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. 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 is 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. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.  We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that will challenge, entertain and reach for your emotions. Learning Objectives 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover:  Inclusion values underpinning this work The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up and running of IF work Lessons learned Stories of IF work

Blindvision Equality, Diversity and Inclusion Training Courses

Blindvision Equality, Diversity and Inclusion Training Module 2

Dementia affects around 820,000 people in the UK. This figure is likely to rise to one million by 2025 and two million by 2051. It is one of the main causes of disability in later life and with research being desperately underfunded, it costs the UK over £26 billion a year. Understanding dementia and the person-centred care that is required is fundamental to high quality care.

Theatre in Schools Scotland brings bold, inspiring, live theatre and dance productions into Scotland's primary schools and nurseries.  The year-round programme of touring performances offers schools and teachers the opportunity to present acclaimed shows, created especially for younger audiences, for pupils at school. Performances take place in the school hall or in classrooms and are available to book anywhere in Scotland. This year, Theatre in Schools Scotland is thrilled to welcome One of Two and Ginger to the programme plus Poggle and Me made especially for ASN pupils. The new Theatre in Schools Scotland 2024 - 25 programme of performances for nursery, primary and ASN schools is now on sale and available to book. Please get in touch with Julian Almeida to book! tiss@imaginate.org.uk The standard cost is £500 + VAT per day, for 2x performances (for around 100 children each). Cost for Poggle and Me is £550 + VAT per day, for 2x performances (for around 8 children each). Get in touch for more details. BOOKING NOW GINGER: (Tortoise in a Nutshell) uses puppetry, magic and play to tell the tale of a misshapen gingerbread person, discarded and marked for the bin, inspiring a picture-perfect kitchen to come alive. Touring Autumn 2024 and Winter 2025. For P1-P4 ONE OF TWO: Jack Hunter/Independent Arts Projects) is a one-man comedy drama about two twins growing up with cerebral palsy. Each twin had a very different experience navigating childhood and school. This award-winning autobiographical show celebrates disability and diversity. Touring Autumn 2024. For P7 & S1-S2 POGGLE AND ME: (Barrowland Ballet) was created with and for pupils with complex needs such as autism and invites audiences to join Poggle, a friendly creature, on a sensory and interactive adventure through the forest. Touring Spring 2025. ASN schools (for pupils with complex needs such as autism, 7+). We can work with you to plan your visit, help you to choose a show, and answer any questions. If you are interested in making a booking for your school or would like more information about how we can work together please contact tiss@imaginate.org.ukTheatre in Schools Scotland is managed by Imaginate and National Theatre of Scotland.  

Trainer to Candidate Ratio: Working at Height Theory: 12 Students to 1 instructor; Practical: 6 Students to 1 instructor Frist Aid Theory: 12 Students to 1 instructor; Practical: 6 Students to 1 instructor Manual Handling Theory: 12 Students to 1 instructor; Practical: 12 Students to 1 instructor Fire Awareness: Theory: 12 Students to 1 instructor; Practical: 6 Students to 1 instructor Sea Survival: Theory: 12 Students to 1 instructor; Practical: 6 Students to 1 instructor Enhanced First Aid: Theory: 12 Students to 1 instructor; Practical: 6 Students to 1 instructor Advanced Rescue Training: Theory: 12 Students to 1 instructor; Practical: 4 Students to 1 instructor

This one day training will give learners an overview of how to deliver Cognitive Stimulation Therapy (CST). CST is a brief evidence-based group treatment for people with dementia. This interactive course will include a background about CST and how it can be used, research overview and detailed presentation of the treatment, including video footage and role-play.