Teachers/SENCO/ Assessors will be able to differentiate behaviours related to Autism using examples in the course and understand reasons for behaviour intervention.
Assessor and SENCO will be able to interpret medical terminology used by professionals and involve themselves in the management of Epilepsy in the classroom.
Assessors and SENCO will be able to discover strengths and weaknesses in children by observing their behaviour and activities.
Instructors: Dr Rahul Bharat
Why this course?
5-10 in 100 children can have a visible or invisible problem affecting their development, behaviour and learning. The school have an important role in the identification and support of the child. But there is no 'one hat fit all' approach for these situations.
The following conditions are included in Non-progressive Neurodisability.
1) Cerebral Palsy
2) Global Developmental Delay
3) Autism Spectrum Disorder
4) Developmental Coordination disorder
5) Other associated Epilepsy
All these Neurodisabilities have a pattern. The Author is an experienced Paediatrician and a specialist in Neurodisability and Epilepsy.
Why was this Course Developed?
Teachers and Health visitors work with children and families with an underlying Neurodisability. They advise on daily activities, behaviour and improving development. But without enough knowledge of medical terminology, the pattern of problems in each Neurodisability and understanding of results and Early intervention, a lot of children do not get the right help.
What does this course add to the existing knowledge the school might have?
The author believes that the only way to help children early is by helping the parents. The parents are often in a phase of grief. This can present as Denial, blame or Panic. We include the diagnostic criteria in the training so Schools and Assessors can address 'denial' in Parents. A simple three-step approach is provided to understand the diagnosis. If the parents get similar information about Diagnosis from Paediatrician and School they might overcome denial easily.
The other chapters include problems the child might have. It is important to understand that all these problems have a Neurological basis. These problems present as the behaviour of the child. But these behaviour are not the problem but a complex communication of the child. By understanding problems for the child we can ensure that the school and parents work on methods that can restructure the brain in the early years. This also addresses the Panic phase of grief by Parents.
We include a Chapter on Early intervention to explain the basics for that condition. We do not aim to give an exhaustive list of Early intervention techniques but principles. By completing this chapter the school and the Parents will be able to select and understand strategies based on their children's developmental age and needs.
How was this course Developed?
The author identified that most support for children at school lacked coordination and partnership with parents. Surveys were conducted which confirmed that not only did the school struggle to work in partnership with parents; there was a lot of paperwork and time resources needed to get help for the child. This course will empower the school and can provide the necessary training to work in partnership with parents. The schools might want to use the I-BAC platform developed by us to provide automated, simple, tailored developmentally appropriate advice to parents.
After successful enrollment, this would be added to your courses. You can access your courses in the following ways :