Training Options: Full Day or Extended

Short courses also available. Click here to view short course agendas.

Understanding and supporting children with ADHD

Attention deficit hyperactivity disorder is a term used to describe a spectrum of learning and behaviour differences.  This course will outline how to best unlock the potential of learners who are lateral thinkers but have a low level of boredom and require stimulating teaching and learning experiences. One teacher recently said with regards to a student with ADHD that “he is like a computer without a printer attached, he knows exactly what the answer is in his brain but he cannot give me the hard copy i.e. the answer on paper”.   This presentation will consider a range of systems and strategies in order to address successful learning, behaviour and socialisation outcomes for children on the ADHD spectrum.


Managing challenging behaviour

This presentation will outline a range of successful strategies and approaches to manage the behaviour and learning needs of children and young people. Developing a range of rules and rituals for learning complimented by personalised problem solving approaches will be outlined through the application of the SF3R behaviour and learning model. Building rapport, trust and pride will be central in providing change management of disaffected, demanding and defiant learners.


“Get out of my face, it’s not my fault and you know nothing about me”
Managing children with Oppositional Demand Disorder and Pathological Demand Avoidance

Oppositional Defiant Disorder is term given to describe when a child displays a certain pattern of behaviours that includes losing their temper frequently, defying adults, being easily annoyed and deliberately annoying others.


Reducing School Exclusion and Managing Persistent Disruptive Behaviour

Exclusion is on the rise again as the number of permanent exclusions has risen from 6,685 in 2015/16 to 7,720 in 2016/17. Meanwhile the number of fixed rate exclusions from state funded primary, secondary and special schools has increased from 339,360 in 2015/16 to 381,865 in 2016/17.

In this presentation we will consider a range of the issues around exclusion including current policies and procedures. We will outline ways to reduce school exclusion through proactive systems and strategies and will focus on the key reason for the majority of school fixed term and permanent exclusions: Persistent Disruptive Behaviour


The curious case of ADHD and ASD

Attention deficit hyperactivity disorder and autistic spectrum disorder are terms used to describe specific symptoms that are associated with a range of learning, social, emotional and behavioural difficulties. In truth, individuals affected by ADHD and ASD often have a number of overlapping issues. Understanding the range of symptoms, early intervention and proactive management systems are the key elements in supporting individuals concerned in school, with peers and families.


The bully, the victim and the bystander

Bullying blights many lives. This presentation will look at the issue of bullying from the perspective of the bully and the victim and will consider the responsibility of the bystanders. We will also look at the impact of bullying of children within the SEN spectrum and consider a range of anti-bullying policies and strategies in order to respond to this issue.


No two children the same

An obvious statement, however some are more different and demanding than others. This presentation will explore some of the risk factors that result in non-traditional learners and demystify a host of SEN terms including: ASD, ADHD, BD, CD and ODD. A range of environmental factors will also be assessed. Key management options will be outlined to respond to these issues in terms of structure, flexibility, respect, relationships and role models.


The language of learning

How to get the best out of more challenging learners will not be as a result of a specific school, a particular curriculum course or all the best multi-media resources in the world. The key will always be the people skills used in reaching and teaching disaffected, disruptive and even defiant learners. Communication is king in developing proactive rapport, respect and relationships. This presentation will explore teacher style and substance, identifying strategies and techniques to infuse and diffuse specific situations.


Restorative justice and conflict management

Restorative justice is a practice of repairing and developing important social and emotional competence in learners. It is critical to assess the needs of the victim in the aftermath of any wrongdoing in addition to taking into account the stakeholders, offenders and most often any bystanders.


Best practice for parents and carers for children and young persons with ADHD, ASD and other challenging behaviours

Bringing up children and young people is never easy, however if in addition they have a learning and or behavioural difficulty it can be extremely challenging.  Attention deficit hyperactivity disorder (ADHD) is an internationally validated medical condition of brain dysfunction in which individuals have difficulties in controlling impulses, inhibiting appropriate behaviour and sustaining attention. Autistic spectrum disorder (ASD) is a condition that has core features that can affect communication imagination and interaction.


In addition Teacher Coaching classroom services are available. Click here for more information.