Resources, strategies and interventions that can be used to alleviate the distress caused by an out-of-synch sensory system, teaching self-regulation where this is appropriate.
Friday, 15th March 2024
9.30am - 3.00pm
Summary of the event:
An increasing number of children find it difficult to concentrate and attend in a typically, stimulating classroom environment.
The behaviours that children use to help them focus will often be disruptive in that they will fidget, wriggle, wander, bump and shuffle, which not only restrict their own learning potential, but disrupt and distract other class members, causing antagonism and alienation.
We will explore whether these disruptive strategies have a sensory basis and explore how we can modify these methods to help children regulate their own arousal and alertness levels. The principles are based on Sensory Integration and the Alert Programme for self-regulation (Williams & Shellenberger, 1996).
We will suggest resources, strategies and interventions that can be used to alleviate the distress caused by an out-of-synch sensory system, teaching self-regulation where this is appropriate.
Learning Outcomes
- To understand how sensory differences can impact on attention/concentration in the classroom.
- To utilise theories of sensory Integration to explain this imbalance.
- To recommend resources, strategies and interventions that can be used to alleviate the distress caused by an out-of-synch sensory system. How to improve concentration and attention processing differences.
Every delegate will receive Lois Addy’s book ‘How to Support Children with Sensory Processing’.
Training led by: Lois Addy
Lois Addy is an independent SEND advisor and lecturer, teaching both nationally and internationally. She was previously the Lead for Cognition and Learning for North Yorkshire County Council, and formerly lectured at York St John University and York University. She has qualifications in occupational therapy, psychology and education, and has over 41 years’ experience in working with children with SEN. Lois is co-author of the Write from the Start; Perceptual-Motor Handwriting Programme, and Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers. She is author of the Speed-Up! kinaesthetic handwriting programme, Write Said Ted (pre-school handwriting programme), How to Understand and Support children with Dyspraxia’, Get Physical!’ (a Physical Education programme, which won the TES/NASEN Teaching and Learning book of the year in 2006), How to Increase the Potential of Students with DCD (Dyspraxia) in Secondary School, How to Support Children with Sensory Processing Needs, How to Understand and Apply Reforms in SEN Policy and How to Identify and Overcome Handwriting Difficulties. She is a contributor to Developing School Provision for Children with Dyspraxia, and editor of Occupational Therapy Evidence in Practice for Physical Rehabilitation.
Audience:
Headteachers, Teachers, SENCOs, Inclusion Managers, TAs & Learning Mentors
Cost:
£114+VAT / person
Refreshments and a light lunch and ‘How to Support Children with Sensory Processing’ Book (RRP £19.99) included
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Cancellations/Refunds: Cancellations of training events are subject to a 25% administration fee where the cancellation is made 3 weeks or more before the date of the event. No refund is payable for a cancellation made within 2 weeks prior to the training course – in this event the full sum shown on the invoice remains payable.
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