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Shop Purchase training recordings 30-day streaming period Emotional Safety Go to description page Honouring Autistic Communication Go to description page Introduction to The Neurodiversity Paradigm Go to description page Creating Neurodiver gent-Affi rming Environments Go to description page​ ​ ​ ​ ​ Speech and Language T herapy Outcomes Go to descripti on page £30.00 Recorded 14/11/22 Purchase and watch Purchase and watch Purchase and watch Purchase and watch Recorded 04/04/22 £15.00 £40.00 £40.00 Recorded 20/06/22 £10.00 Recorded 27/06/22 Recorded 03/05/22 Purchase and watch

Our Trainings All of our trainings can be delivered to your team and organisation. Get in touch to discuss your needs. Supporting communication in the classroom (primary aged Autistic children) - Barriers to equitable participation in the classroom - The dark side of rewards and punishment in the classroom -The harms of Social Skills Training - Key aspects of supportive classrooms - Moving beyond 'off the shelf' generic autism strategies ​ - Learning about Universal Design for Learning - Supporting autonomous learners in the classroom - Considerations for enabling neurodiverse group working - Addressing the Double Empathy problem on a school/class wide basis Supporting communication needs of Autistic teenagers Understanding Autistic masking Understanding situational non-speaking Understanding interpersonal victimisation and bullying Support for Autistic teens to navigating friendships Using Spoon Theory to help support self-advocacy and wellbeing Supporting Autistic communication using the Neurodiversity Paradigm Understand ableism and privilege, and how they underpin most SLT interventions Critique the historic evidence base e.g., Theory of Mind Problems with standardised testing - what are the limitations? Understand what Autistic communication looks like Strategies that honour Autistic communication styles Strategies that supporting attention and processing differences Speech and Language Therapy Outcomes Consider how behavioural models of SLT practice lead to outcomes that fail Autistic students Reflecting on the limitations of Autism interventions related to play and communication Neurodivergent-Affirming goal-setting Goals that lead to authenticity, agency, autonomy, acceptance Examples of affirming goals and outcomes Introduction to the Neurodiversity Paradigm How the medical / pathology model harms Neurodivergent people What the Neurodiversity Paradigm looks like Language and terminology professionals need to be using The link between trauma and neurodivergence How to support Neurodivergent students: strategies and approaches Examples of Neurodivergent-Affirming practice Supporting Multi-modal communication Learn how to support Autistic non-speaking / semi-speaking / Situationally Mute children Factors that make communication difficult Forms of multi-modal communication Terminology and language preferences AAC myths AAC research Introduction to AAC assessment and implementation Key considerations for Gestalt Language Processors Past Trainings Emotional Safety Creating Neurodivergent-Affirming environments Understand the factors that contribute to stress and dysregulation in the Neurodivergent student The links between trauma and neurodivergence The harms of behaviourism How to build emotionally safe and validating relationships with Neurodivergent students Learn about trauma-informed practice Learn how to create accessible environments for Neurodivergent children and adults Ableism in the classroom, healthcare, workplace Oppressive and inaccessible environments Features of Neurodivergent-Affirming environments How to advocate for disability needs of the people you support Universal Design and equity

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錄像 貴賓區 Honouring Autistic communication An Introduction to The Neurodiversity Paradigm Emotional Safety Creating Neurodivergent-Affirming Environments Supporting Autistic communication using the Neurodiversity Paradigm Supporting Autistic multi-modal communicators

我們的任務 通過基於非行為、創傷知情的實踐來支持神經分歧 (ND) 人群 幫助專業人士通過神經多樣性範式轉變他們的實踐 支持神經分歧的人 翻轉關於神經分歧的敘述 以神經發散的聲音為中心來改變實踐 Book your tickets here Please note: tickets for the last 2 courses will be available to purchase in due course. training calendar Who we are 我們是誰 伊萊恩·麥格里維 言語和語言治療師 Access Communication CIC 創始人兼總監 位於北愛爾蘭 Elaine 擔任言語和語言治療師已有 25 年，自 2001 年以來一直擔任首席臨床醫生。Elaine 一直參與為自閉症兒童和年輕人建立和開發言語和語言治療服務。 通過非行為方式 提供有利於神經多樣性的言語和語言治療 基於，移情的方法。 Elaine 希望為改變社會接受和支持神經分化人群，尤其是自閉症兒童和年輕人的方式做出貢獻。 艾米麗·李斯 言語和語言治療師 “自閉症SLT” www.AutisticSLT.com 創始人 專業演講者、培訓師、自閉症倡導者 總部位於英格蘭大曼徹斯特 Emily 是一位自豪的自閉症言語和語言治療師，她為自閉症兒童、年輕人和成人提供支持。 Emily 不提供行為主義社交技能干預，這些干預是基於聲稱自閉症兒童有社交障礙的過時研究。通過她的生活經歷，艾米麗倡導徹底改變治療實踐，鼓勵自閉症患者接受他們的刺激、 興趣 和真實的交流。

名 姓 電子郵件 信息 發送 感謝提交！ 聯繫我們 info@divergentperspectives.co.uk @DivergentSLT

Supporting Autistic communication: Using the Neurodiversity Paradigm This training combines our 2 popular trainings "Introduction to The Neurodiversity Paradigm" and "Honouring Autistic Communication " Price: £70 Upcoming training date: 24th January 2022 2pm - 4:30pm Topics: ​ Ableism & privilege Review of the evidence base that informs Neurodivergent-affirming SLT practice with children and young people​. Explore how flawed, outdated theories e.g., Theory of Mind do not reflect Autistic cognition Autistic Communication characteristics & interaction Styles Problems with standardised assessments Strategies which honour Autistic communication & interaction styles Supporting attention and processing differences The critical importance of neurodiversity for a thriving society is increasingly being recognised. The dominant model of Speech and Language Therapy for Autistic children and young people is to reduce their inherent social communication attributes through encouraging eye contact, teaching conversation scripting and other neuronormative social skills. The evidence base is not proven for using these psychosocial interventions, despite these being often the most common supports offered. With the growing evidence base highlighting the harms of teaching Autistic children and young people to mask or camouflage their authentic selves, we aim to help SLTs embrace a new affirming model of support which nurtures Autistic communication skills. Book now

情緒安全 價格：60 英鎊 時長：1小時 Past recording available for £15 即將到來的培訓日期： 話題 了解導致神經分歧學生壓力、痛苦、失調的因素 ​​ 了解有助於學生安全感和監管感的因素 如何建立情感安全和驗證關係和環境 小號 包括問答 CPD證書將可用 沒有情感安全，兒童或年輕人就沒有成長和發展技能的空間。安全是所有其他學習的核心。 ​ 從歷史上看，神經分化的學生和自閉症兒童/年輕人/成人都接受過試圖控制兒童行為的療法，其目的通常是幫助個人準備好“生活在現實世界中”。因此，當他們的需求沒有得到滿足並且他們的痛苦不被理解或者不幸地被接受為他們的神經分歧的固有部分時，個人通過這種無效的體驗而經歷痛苦和/或沮喪。 通過這些經歷，神經分歧和自閉症個體可以習慣於相信他們的想法、感受和行為是錯誤的，並且他們的需求沒有被優先考慮。這使個人面臨情緒健康的長期問題。 所有培訓都可以單獨預訂並交付給您的服務/團隊/組織

訓練課程 神經多樣性範式簡介 尊重自閉症溝通 言語和語言治療結果 情緒安全 Creating Neurodivergent-Affirming Environments Supporting Autistic communication: Using the Neurodiversity Paradigm All courses except 'Creating Neurodivergent-Affirming Environments' can be booked individually and delivered to your service or organisation. ​ Contact us

言語和語言治療結果 時長：1小時 Recording available for £10 話題 ​ 考慮言語和語言治療支持的行為模型（例如社交技能培訓）如何導致無法滿足自閉症學生需求的結果。 ​​ 了解更多關於為自閉症兒童和年輕人實現神經發散肯定結果的目標設定：真實性、能動性、自主性和接受性。 ​​ 神經多樣性範式呼籲言語和語言治療師反思歷史自閉症干預證據庫的局限性，該證據庫側重於減少社交交流特徵並增加與遊戲、交流、對話、 和情感表達。教導自閉症學生“通過”神經性典型的危害現在已經得到認可，並在自閉症患者的福祉研究中得到證實。 ​ 言語和語言治療師越來越多地在臨床實踐中接受神經多樣性，旨在支持自閉症學生真實地發展，而不是教授神經典型的社交溝通技巧。本課程將幫助所有從業者提高他們對神經發散肯定目標和結果的理解，這些目標和結果會導致個人的真實性、能動性、自主性和接受性。

言語和語言治療結果 在言語和語言治療實踐中 與自閉症學生 價格：60 英鎊 時長：1小時 即將到來的培訓日期： 11 月 14 日星期一 下午 3 點 - 4 點 話題 ​ 包括問答 考慮言語和語言治療支持的行為模型（例如社交技能培訓）如何導致無法滿足自閉症學生需求的結果。 ​​ 了解更多關於為自閉症兒童和年輕人實現神經發散肯定結果的目標設定：真實性、能動性、自主性和接受性。 ​​ CPD證書將可用 所有培訓都可以單獨預訂並交付給您的服務/團隊/組織 神經多樣性範式呼籲言語和語言治療師反思歷史自閉症干預證據庫的局限性，該證據庫側重於減少社交交流特徵並增加與遊戲、交流、對話、 和情感表達。教導自閉症學生“通過”神經性典型的危害現在已經得到認可，並在自閉症患者的福祉研究中得到證實。 ​ 言語和語言治療師越來越多地在臨床實踐中接受神經多樣性，旨在支持自閉症學生真實地發展，而不是教授神經典型的社交溝通技巧。本課程將幫助所有從業者提高他們對神經發散肯定目標和結果的理解，這些目標和結果會導致個人的真實性、能動性、自主性和接受性。