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‘Autism, Education & Emotional Regulation’ with Gareth D Morewood delivered in partnership with Studio III.

International Leadership Academy (ILA)

Wednesday, April 24, 2019 from 9:00 AM to 4:00 PM (CEST)

‘Autism, Education & Emotional Regulation’ with Gareth...

Ticket Information

Ticket Type Sales End Price Fee Quantity
Participant Fee May 23, 2019 €195.00 €0.00

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Event Details

 

This newly developed one day training package draws upon the critically acclaimed Saturation Model (Morewood et al, 2001) developed by the trainer as part of a whole-school approach to supporting autistic students in mainstream schools, fused with emotional regulation and low arousal techniques (McDonnell & Deveau, 2018).

 

As a new training package drawing on the clinical expertise of Professor Andy McDonnell and the practical whole-school systems established and evaluated by Gareth Morewood, 2019 will see the training offered for the first time to schools in the UK and abroad.

 

Delegates will expect to receive strongly evidenced information as to the challenges young people face in educational settings, along with clear strategies that are proven to have a significant impact upon learning, engagement and reducing behaviours of concern.

 

The day will focus on individual students’ areas of need, classroom pedagogy and also whole-school approaches as identified in the research undertaken by the trainer.

 

Who is this programme for?

This 1-day course is for school staff working with autistic students in the mainstream classroom; this can include teachers, teaching assistants and learning support assistants.

Course Description

The Saturation Model

Interventions should be assimilated within a broader approach designed to facilitate full inclusive participation in the school and society. In order to be sustainable, strategies need to be integrated into existing practices in schools, an area that I have extensive experience, most recently supporting Essex LA with the development of 4 regional autism hubs in a specialist consultancy role and both British and American International schools is Santiago, Chile. A comprehensive plan based on preventive approaches to maximise the welfare in school of autistic students and students with challenging behaviours should be the starting point for all schools from which the personalised approach for individual students is developed.

 

The saturation model was developed during the 4 year ESRC Research project and discussed in the 2011 peer-reviewed paper Mainstreaming Autism: making it work.

 

 

Morewood, Humphrey and Symes (2011)

The proposed training supports the development of this model as the foundation for bespoke training and direct work across schools and communities, considering the key elements:

  • Developing the school environment
  • Flexible provision
  • Direct support and intervention
  • Policy development and embedding practice
  • Training and development of staff
  • Peer education and awareness
  • Creating a positive ethos

The development of these key themes, stemming from the original research provides a holistic approach to supporting young people with autism and their families in line with the vision outlined in this proposal.

The Low Arousal Approach

The Low Arousal Approach is based on the notion that people with challenging behaviour often have trouble regulating affect. They often react to other´s affects by experiencing and expressing the same affect. Affect is always contagious, but most people learn to differentiate between own and other´s affects early in life. Some people don´t. They don´t know if an affect they feel is their own or somebody else's. That can result in anger if somebody else is angry and telling off the one who tells you off.

We also know that challenging behaviour often occurs when someone experiences a high intensity of affect. Nobody fights when they are relaxed and easy-going. Calm and self-control is connected, and we want the service-user or young person to be in control of him- or herself, so that they can cooperate with us and therefore be in a better place to learn.

We need to use this knowledge in monitoring our own affect levels. We need to be calm ourselves, but also be aware of the risk of affect contagion from the service-user or young person. We must use methods that protect them and us from an increase in affect intensity, both in the way we talk to and relate to the young person or service-user and in our methods concerning challenging and even violent or self-harming behaviour.

The Low Arousal Approach is about creating a caring environment characterised by calm and positive expectations aiming to decrease stress and challenging behaviour. The methods lean heavily on changing staff and parent’s thoughts and conceptions and on body language, physical distance and conflict evaluation and will provide an additional evidence-base for ongoing development of training materials and support of schools and settings across the globe.

 

  

Programme Facilitator

Gareth D Morewood

Facilitator Profile

Gareth D Morewood Info…

Director of Curriculum Support & Specialist Leader of Education, Priestnall School

Honorary Research Fellow, University of Manchester

Education Adviser, Studio III

 

Website: www.gdmorewood.com 

Twitter: @gdmorewood

 

Programme Fee

195 Euros


Have questions about ‘Autism, Education & Emotional Regulation’ with Gareth D Morewood delivered in partnership with Studio III.? Contact International Leadership Academy (ILA)

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When & Where


International Leadership Academy
Lange Houtstraat 26
2511 CW Den Haag
Netherlands

Wednesday, April 24, 2019 from 9:00 AM to 4:00 PM (CEST)


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