Autism in the Teaching Environment Training Course Detail
|Course dates:||02 - 06 April 2018
23 - 27 July 2018
29 October - 02 November 2018
|Max. group size:||12|
|Terms and conditions|
This course is for all professionals working in education, in management, marketing or administration, who want to better understand the challenges of teaching students with autism. Participants need to be at a B1 level of English. The course can be taken separately or as part of our 2 week Special Educational Needs programme.
This course does not require any mandatory preparation but suggested reading list and reference links will be provided. Participants will also be sent a pre-course questionnaire to assess their educational contexts and how they feel they need to develop their understanding of the topic to support their professional context. They will also receive information about York to help them prepare for their cultural experience.
Objectives & Methodology
The primary aim of this course is to support teachers of students with special needs, specifically but not limited to autism, including those involved in English language and communication skills; to understand how to integrate a knowledge of the challenges of teaching and training students with autism, into their working contexts. Participants will also further develop their own English language skills during the course.
We aim to provide:
- an understanding of key challenges including recognising the traits of autism, the positives of autism, managing learning styles, creating trust, recognising different types of discriminatory or exclusive behaviour, breaking down misunderstandings concerning the condition.
- practical ideas on how to teach those with special needs (as well as those without), without creating extra work for the teacher; and how to build a positive and accessible environment both inside and outside the classroom
- an environment for participants to share best practices and transfer of knowledge to others
An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities & methodologies. Input sessions involve brainstorming, analysis, problem-solving, and role-play, both in pair work & group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from others’ point of view.
Sample Course Programme
|Week 1||Session One||Session Two||Session Three
|MONDAY ||Introductions English language refresher (Useful Vocabulary)||Special needs and learning difficulties (Autism): Characteristics and diagnostic criteria of Autism Spectrum Conditions ||Special needs and learning difficulties (Asperger’s):
Key considerations and approaches for teaching students with Asperger’s syndrome and supporting them and their parents
|TUESDAY||What is autism? A scientific approach Autism friendly games and activities||What is autism? A cognitive approach. Issues you may face in the classroom.||Methodology, mini- teaching practice, reflection and discussion|
|WEDNESDAY ||What is autism? A behavioural approach
Autism friendly games and activities ||Key methodologies for teaching students with autism and supporting them and their parents ||Preparation for school visit / guest speaker:
What will you ask? What do you want to know? What will you tell them about your teaching context in your own culture?
|THURSDAY||School visit or Guest speaker on key methodologies and local projects |
Debrief, discussion and key learnings (following guest speaker/school visit session)
|Free time / self- study|
|FRIDAY ||Special needs and learning difficulties: Managing Meltdowns ||Group work: Presentations Input: setting goals for personal and institutional improvement Creating a personal action plan for the future ||Review of the week:
Individual work: “A letter to myself – where I want to be in the future”
Next steps: resources and action plan
About the Trainer
General and specialist English and international communication skills trainer, teacher trainer, 20 years + international experience (eg. Germany, Switzerland, Peru), German speaker.
Areas of special interest
Dyslexia awareness, autism, SEN, history and culture, intercultural awareness, sales
Developing People Internationally (York Associates)
- MA University of Wales, CTEFLA
- PhD (in progress) University of York
For over 30 years, the York Associates training model has gone beyond the areas of pure language training and is highly regarded in the field of communication skills training, intercultural training and international team and leadership training. We are proud to be able to utilize our expertise to add value to the Cert IBET, bringing together the areas of teaching, coaching, intercultural and interpersonal skills training, where participants are introduced to concepts and issues like trust building, conflict handling and influencing skills, in addition to the core concepts of international Business English training.
This 50-hour+ course seeks to build the confidence of each participant by tapping into their already-existing knowledge of the international business world and the language of business while introducing new concepts and business tools that can help them better participate in their learners’ discourse and help their learners become better communicators in the world of international business.
Note: experience of business or teaching business English is not essential.
Participants who complete the course have to submit an assignment (3,000 – 4,000 words) for the Cert IBET international qualification. The course ends with an evaluation session, where teachers are encouraged to create a Personal Development Action Plan, and identify activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.
If you have questions or want further information, please contact [email protected].