Understanding and Supporting Students With ASD and ADHD

Description

Concept by Dimitris Zisimopoulos

The growing prevalence of students with Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) poses challenges for all teachers.

The very tasks these students find the most difficult – e.g. concentrating, coping with change, understanding multiple perspectives, sustaining attention to tasks – are the ones they are required to do all day long in every classroom environment.

Students with ASD may need support making sense of the world and how to participate in it while students with ADHD can be energetic, creative, innovative problem solvers who need support in managing hyperactivity, impulsivity, and inattention.

This highly interactive teacher training course provides a solid introduction to the challenges of Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) in education and offers suggestions on how to adapt effective educational techniques to fit these learning differences.

Learning outcomes

Through presentations, small group discussions, and case study discussions participants will be able to:

• Recognize and understand the traits and learning styles of students with ASD and/or ADHD;
• Apply specific teaching methods, classroom strategies, and techniques for ASD and ADHD in the Classroom (e.g. task analysis, visual prompts, social stories);
• Become familiar with the fundamental core strategies of the TEACCH approach, the basic principles of PECS and Makaton signs and symbols;
• Create meaningful and individualized visual structures/supports for students with ASD;
• Develop school-based interventions (e.g. classroom management techniques and accommodations) for students with ASD and/or ADHD;
• Collaborate with parents and build home-school partnerships.

Tentative schedule

Day 1 – Course introduction & intro to ASD and ADHD

• Introduction to the course, the school, and the external week activities;
• Icebreaker activities;
• Presentations of the participants’ schools.

Intro to ASD and ADHD

• Diagnostic criteria for autism spectrum disorder and the related diagnosis of social communication disorder;
• Severity levels of ASD;
• Definitions and descriptions of ADHD types;
• Revision to the criteria of DSM-5 to identify the signs and symptoms of ASD and different types of ADHD.

Day 2 – Methods to support students

• Teaching methods, classroom strategies, and techniques to support students with ASD and/or ADHD (e.g. task analysis, visual prompts, social stories);
• Slide presentations, group discussion, and hands-on activities.

Day 3 – Promoting independent communication

• Alternative/augmentative communication systems (e.g. TEACCH, PECS teaching protocol);
• Implementing specific prompting and reinforcement strategies that lead to independent communication;
• Slides presentation, group discussion, and teamwork practical activities.

Day 4 – Meeting the academic needs of students with ADHD

• Strategies for supporting students with ADHD in educational settings;
• Modifying teaching approach and classroom environment to best accommodate behavioral challenges and develop social skills;
• Group discussion and teamwork practical activities.

Day 5 – Parent/teacher collaboration

• Collaborating with parents and building home-school partnerships to provide a supportive environment;
• Group discussion.

Day 6 – Course closure and cultural activities

• Course evaluation: round-up of acquired competencies, feedback, and discussion;
• Awarding of the course Certificate of Attendance;
• Excursion and other external cultural activities.