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An introduction to the OnlineInset Understanding Autism Course

An introduction to the OnlineInset.net Understanding Autism Course. OnlineInset.net Ltd is a non-profit training company limited by guarantee that develops training courses to teach people who support children and young people with Special Education Needs. Background to the Project.

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An introduction to the OnlineInset Understanding Autism Course

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  1. An introduction to the OnlineInset.net Understanding Autism Course OnlineInset.net Ltd is a non-profit training company limited by guarantee that develops training courses to teach people who support children and young people with Special Education Needs.

  2. Background to the Project 2001 Speech, language and Communication Needs course piloted in the Isle of Wight in 2001 2005 UnderstandingASD course 2006Understanding and Managing Behaviour course 2007 Understanding Hearing Impairment course and Understanding Visual Impairment course Motor coordination course to be launched Autumn 2008The ASD course has been written by Pauline Hallum from the Autism Service in Slough with contributions from Dr Mike Vickers from the Educational Psychology Service in the Isle of Wight.

  3. Advantages and opportunities of OnlineInset courses • Highly interactive with multi-media activities and resources • Flexibility of course delivery • Increased accessibility for trainers and students • Consistency of content • Appropriate content for a wide audience • Access through school or home based broadband Internet PCs • 24/7 accessavailable from work or home • Password entry through cohorts run by specialist tutors at www.sentrain.net

  4. Advantages of elearning for teachers, teaching assistants, health professionals and parents • “Just in Time” learning that responds to immediate needs • Flexibility of access • The opportunity to collaborate with others dealing with similar issues • Immediate access to advice and support through forums and email • Materials presented to respond to different learning styles with use of animation, video case studies, quizzes and glossaries plus a resource section of printable materials • Students can work at their own pace

  5. Each course has four sections: • Understanding …… • Assessment for Learning • Interventions • Case Studies • Each course has four sections: • Understanding …… • Assessment for Learning • Interventions • Case Studies

  6. Section 1: Understanding • The objectives of this section are to • To raise awareness of the prevalence of the disability • To distinguish fact from fiction in relation to the condition • To raise awareness of the range of difficulties children with this need may experience • To raise awareness of the impact of these difficulties on curriculum access and social inclusion.

  7. Section 2: Assessment for Learning • To gain knowledge of the rationale behind the assessment of skills in an educational context • To show how informal assessment can be carried out in the classroom • To develop a profile of a learner's strengths and needs in relation to their effective functioning in the classroom • To write three goals based on the assessments tools included for the young person they are supporting At the end of this section you work with your tutor to write three goals.

  8. Setting Goals • Goals are targets you want the young person to meet at the end of your online training. • Goals should be SMART: • Specific • Measurable • Accurate • Relevant • Time limited

  9. Example of Goals you may set • Goals may be set for the adult (you) or the young person e.g. • Adult: • To enable the young person to stay on task for 10 minutes during a literacy activity once per day • Young person: • Will focus on the activity for 10 minutes during each literacy lesson

  10. Section 3: Interventions • To introduce a range of tried and tested strategies to assist learners • To introduce a variety of practical suggestions for use in the classroom • To identify the strategies that will enable the goals written in section 2 to be achieved. • e.g. Goal: Help child with interpretation of body language and facial expression. • Intervention:Provide social stories relating to specific problems (ASD course) At the end of this section you work with your tutor to write three interventions that plan what strategies you will use to achieve your goals.

  11. SettingInterventions • Interventions are the actions you are going to take to meet the goals you have set. • Interventions should include information about how the goal will be met: • What? • How? • Where? • When? • Who? • Why?

  12. Examples of Interventions you may set • Interventions may be written for the adult or the young person according to your goal e.g. • Adult: • Structure the session by using a visual task schedule, work targets and timer to ensure understanding of the task. Use a seating plan, sit away from the door at the front of the class, facing the teacher and keep the table clear to reduce distractions. • Young person: • Use task schedule and help card to ask for help from adult to support understanding. Keep equipment in the equipment box on desk. Put up hand when finished.

  13. Section 4: Case Studies • To provide examples of a range of learners illustrating • the assessed needs of the individual • the interventions which have been put in place • the learners response to the interventions and progress being made.

  14. Forums Each course has the opportunity for tutors and students to communicate with each other through asynchronous discussions. You will go on the Forums today and introduce yourselves and talk through issues that are covered in the course.

  15. Forum contributions • Unacceptable contributions • “I agree with that” • Ensure your contributions reflect your learning and on all parts of the topic e.g. • Give an example of one strength and one area of development in your own practice that you have picked up going through these pages. • What? Where? When? Who? How? Why?

  16. Forum contribution made by a student • Contributions • Forum Question I agree completely with Jane, Fran and John’s views. An ASD friendly classroom is very beneficial to all students. The settled learning environment does make for a very positive feel to the lesson. An organised and calm classroom shows the students as soon as they enter the room that it is a place for learning in a safe, happy and fun way. Here at school we have been using Building Learning Power in all our lessons. With an ASD friendly classroom I know from experience that the behaviour of all students is much better and therefore beneficial to everyone as the teacher can also concentrate on the actual lesson objectives and spend more time working directly with all the students instead of trying to ensure certain students behave. Is an ASD friendly classroom beneficial to other children with Special Educational Needs? I totally believe an ASD friendly classroom will be beneficial to other children with Special Educational Needs and many others as well!  Many of the interventions are simple, fairly easy to implement and are not too time consuming, yet can make life so much easier for not only the ASD pupils but for many other children as well.  

  17. The Forum area allows students to communicate with students. The forum provides: An invaluable resource Availability at any time of the day and once the course has been completed Responses from a wide range of professionals on each course

  18. To pass the course you need to take part in the two quizzes, write three goals and interventions and to participate regularly in the course Forum. When you have completed the course you will be sent your course certificate, or you can print it out yourself next time you log in.

  19. Expectations Students: • To complete the course within a term • To make at least 6 contributions to new and/ or existing forums including 1 or more responses • Collaborate with others through your discussions on the forums • Complete quizzes and course tasks • To attend a group follow up session half way through the course with designated tutors • Complete the post course evaluation

  20. Advice to Schools: • Allocate some school time for staff to complete the course • Incorporate the training within the School Improvement Plan & Provision Map • Plan with a multi agency team • Role of the tutor: • Deliver the introductory session • Attend the face to face session • Respond to difficulties as they occur • Attend the completion meeting

  21. Other courses If you have enjoyed this course then you may want to join one of the other Onlineinset courses. Please fill in your feedback form and let your tutor know that you would like to join another course, and we will endeavour to make this available.

  22. www.sentrain.net username password Dates Registration We will go to the www.sentrain.net page to register you. You may have been pre-registered by your tutor. You will need to think up your own username and password. Make sure that you write this down on the card that your tutor will give you.

  23. Help number • You will only ever register once. If there is a problem with the registration then contact • Jacqui: 078-175-45221 • Nick: 012-735-07007 • If you are already on an online course then to join a new course you log in, then type the new password in the “Join new Course” tab at the top of the page.

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