IN PARTNERSHIP WITH
Module 3 - Communication and Interaction
AUTISM
Autistic people experience the world in ways that are different from non-autistic people. This includes differences in communication and sensory experiences. This section, suitable for all staff, will provide a comprehensive understanding around autism and how it can present in the classroom.
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By the end of the section, you will be able to...
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Investigate autistic differences
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Identify differences in social communication skills and understand why these differences occur
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Summarise knowledge of sensory experiences and repetitive behaviours
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Explain why many autistic people have co-occurring conditions
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Have a toolbox of strategies to use within the classroom
ADHD
ADHD can affect learning and development from a very young age. Through this section you will learn about ADHD as a developmental disorder. You will learn about the diagnosis and will also learn practical strategies to help the educational and personal development of people with ADHD.
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By the end of the course, you will be able to...
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Discuss the prevalence and impact of ADHD in children and adolescents
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Discuss ADHD as a disorder and how it differs from normal behaviour
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Be able to critically assess key factors in the conceptualisation and understanding of the disorder
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Discuss the core challenges faced by those with ADHD
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Demonstrate an empathic understanding of the experiences of people living with ADHD
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Evaluate practical strategies to support the educational and personal development of those living with ADHD
Pragmatic
/Social Communication Difficulties
Pragmatic language skills are important for successful social development and building confidence in talking.
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By the end of this section you will be able to…
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Describe the prevalence and hidden nature of speech, language and communication needs
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Differentiate between typical and atypical stages of language acquisition
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Identify pragmatic language difficulties and evaluate their impact on access to the curriculum and social inclusion
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Describe the purpose and process of individual assessments
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Use checklists to assess attention, listening, expressive language and fluency skills.
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Create a support plan for a pupil/group of pupils in your school
Expressive language difficulties
Expressive language disorder is seen when children struggle to express their needs, wants and thoughts clearly. Expressive language is important because it enables children to be able to express their wants and needs, thoughts and ideas, argue a point of view, develop their use of language in writing and engage in successful interactions with others.
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By the end of this section you will be able to…
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Describe the prevalence and hidden nature of speech, language and communication needs
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Differentiate between typical and atypical stages of language acquisition
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Identify pragmatic language difficulties and evaluate their impact on access to the curriculum and social inclusion
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Describe the purpose and process of individual assessments
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Use checklists to assess attention, listening, expressive language and fluency skills.
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Create a support plan for a pupil/group of pupils in your school
Receptive Language Difficulties
Receptive language is important for children to be able to communicate successfully. Children who struggle with understanding may find following instructions a challenge, both at home and at school. They may also find it hard to respond to questions or requests. Being able to follow instructions is one of the best indicators of a child's receptive language skills.
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By the end of this section you will be able to…
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Describe the prevalence and hidden nature of speech, language and communication needs
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Differentiate between typical and atypical stages of language acquisition
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Identify pragmatic language difficulties and evaluate their impact on access to the curriculum and social inclusion
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Describe the purpose and process of individual assessments
-
Use checklists to assess attention, listening, expressive language and fluency skills.
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Create a support plan for a pupil/group of pupils in your school
