Full course description
Date and time
In person at ISV, 40 Rosslyn St, West Melbourne
This learning event is right for you if you are an ELC or primary school teacher who wants to explore how sensory differences affect all children, not just students with ASD.
This workshop is an indepth look at sensory processing, what it is and the role it plays in children’s development, behaviour and functioning at school. We will explore practical strategies to assist children with sensory processing difficulties in the classroom, and identify the relationship between ASD, sensory issues and challenging behaviours. This workshop is ideal for any teacher, teaching aide or special needs coordinator to explore how sensory differences affect all children, not just students with ASD. The session is targeted to ELC and Primary School aged students.
From the way we process sounds, sights and movement, or feel textures and our body position, sensory processing affects our interaction with the world and has a huge impact on a students’ emotional regulation and school functioning. This one day workshop takes a deep dive into sensory processing, and looks at practical strategies to identify and support students with sensory differences in the classroom. This is particularly relevant for teachers working with students with ASD.
This learning event supports creating best practice toward meeting the following VRQA standard(s):
- Care, Safety and Welfare of Students – Safe environment
- Clear understanding of sensory processing
- Understanding of how differences in sensory processing can affect general school functioning and access to the curriculum
- Ability to identify students with sensory processing issues in the classroom
- Knowledge of school based strategies to assist students to manage their sensory needs
- Confidence to identify sensory components of school based activities/routines
- Awareness of the red flags for Autism Spectrum Disorder.
Amanda MacLean has worked as a Paediatric Occupational Therapist for the past 20 years, spending time in the major children’s hospitals in Melbourne, Sydney and London. During this time, she has been lucky enough to work beside leading neurodevelopmental medical consultants, and is now able to bring a range of approaches to her work with children. Amanda started her therapy services in 2007. Her specialist experience assessing and working with children with a wide range of difficulties and disabilities resulted in a high demand for services and a team grew from there. Amanda has worked extensively in schools and feels passionate about providing training for teachers and parents in the area of inclusion and early intervention. She uses a functional approach during therapy, working towards practical and achievable goals to help children better participate in the school environment. $B