Tuesday, December 3
9:00 am - 4:00 pm
Executive Airport Plaza Hotel Richmond
7311 Westminster Hwy
Jack Hirose & Associates
$269.00 plus tax (further discounts available, i.e. group rates, early bird)
Children who face significant physical and multiple challenges as well as those children on the more severe end of the autism spectrum, often struggle to access communication, interaction and learning. Some of these children may have very little control of moving their bodies. Others have difficulty taking in and processing sensory information from their environment. Many find communication and interaction skills challenging.
This two day presentation will address questions such as: What are we learning from brain research that can help us understand how children learn? How do we motivate children and provide opportunities for active learning? What strategies help give these children a sense of control and facilitate interaction and communication? How does the child on the severe end of the autism spectrum perceive the world and how does this impact learning and communication? How does Cortical Visual Impairment impact learning?
This workshop will introduce the concept of providing a receptive aided language learning environment, and demonstrate how learning alternative and augmentative forms of communication can and should parallel the developmental process that typical children go through in learning speech. We will also take a brief look at Pragmatic Organization Dynamic Display (PODD) Communication books developed by Gayle Porter, in Melbourne, Australia. (Please note: This is not an official Introductory PODD course, which would require two full days training on just that topic.)
This workshop is for anyone working with young children or children functioning at young levels, who have difficulty communicating and interacting with others. This includes children with significant physical and multiple challenges and/or young children on the more severe end of the autism spectrum. Information shared will be useful to parents, teachers, speech therapists, occupational therapists, physical therapists and other supportive personnel.