Language and communication (Early language Development – 0-5 years)

Targets: Preschool/nursery teachers, teaching assistants and other professionals working with children between 0-5 years in a preschool setting as well as parents of children between 0-5 years.

Objective: Develop understanding of typical language development in young children and ways to foster communication and language within this age group.

Outline: 2-hour seminar that covers the following,

  • Overview of communication, interaction and language and what they mean
  • How and why we interact and communicate
  • Overview of early years communication
  • Milestones children reach from birth to 5 years as they learn language
  • Ways to foster language and communication in the home and preschool environment, looking at
    • Developing a communication rich environment
    • Creating opportunities for communication
    • Communication styles of children
    • Communication styles of communication partners, i.e. teachers and parents
  • Toys, books and other resources that encourage language and learning
  • Communication and learning – how one influences the other
  • Identifying when there should be a concern regarding a child’s communication, speech, language or interaction

 

Working with children with communication needs –

The role of the teacher within the preschool classroom setting

Targets: Schoolteachers and teaching assistants working with children in an educational setting that have communication difficulties and needs.

Objective: Develop understanding of speech, language and communication and how they develop as well as identifying and working with children who have communication needs, including those with communication difficulties associated with a diagnosis, i.e. autism, developmental delay, dyspraxia

Outline: 2 x 3-hour seminar that covers the following,

  • Overview of communication, interaction and language and what they mean
  • How and why we interact and communicate
  • Overview of communication and it’s relevance in education
  • Milestones children reach as they learn language
  • An overview of speech, language and communication difficulties
  • Identifying when there should be a concern regarding a child’s communication, speech, language or interaction
  • Language difficulties associated with specific developmental disorders
    • Autism
    • Developmental delay
    • Down Syndrome
    • Speech delays/disorders
  • The role of the speech therapist in the classroom
  • Creating a communication friendly learning environment
    • Visual aids
    • Teaching techniques
    • Language use
  • Overview of strategies to facilitate communication in non verbal children
    • Signing
    • Picture based communication
    • Technology, communication and learning
  • Resources that encourage language and learning

 

Communication and behavior –

Creating a positive communication environment

Targets: Teachers, teaching assistants and any other professionals who work with children who have communication and behavioral difficulties.

Objective: Develop understanding of speech, language and communication, how communication is linked to behavior as well as creating positive communication to target unwanted behaviors

Outline: 3-hour seminar, 2 hours theory and 1 hour practical that cover the following,

  • Overview of communication and behavior and what they mean
  • The science of behavior
  • How and why we interact and communicate
  • Overview of communication and it’s relevance to childhood and behavior development
  • An overview of speech, language and communication difficulties and their influence on behavior
  • The role of the speech therapist and behavior specialist in communication and behavior – seeking guidance
  • Fostering a positive behavior environment – behavior techniques in the classroom
    • Positive reinforcement
    • Visual aids
    • Teaching techniques
    • Language use
  • Case examples – how to practically implement information and knowledge from seminar

 

Augmenting communication –

Interacting with children who are non – verbal communicators

Targets: Parents, teachers, teaching assistants and any other professionals who interact with children who are non-verbal communicators on an on-going basis.

Objective: Develop understanding of communication, verbal and non-verbal and how to develop communication supports for a child who is a non-verbal communicator

Outline: 2-hour seminar that covers the following,

  • Overview of communication and types of communication including
    • How and why we interact and communicate
    • Verbal communication
    • Non-verbal communication
  • Non- verbal communication – how it presents
  • Disorders and diagnoses associated with non-verbal communication
  • The role of the speech therapist in non-verbal communication – seeking guidance
  • Fostering a communication environment for a non-verbal communicator at home and in the classroom
    • Visual aids
      • Objects of reference
      • Picture based communication
      • Signing
    • Teaching techniques
    • Language use
    • Augmentative and alternative communication and technology
  • Case examples – how to practically implement information and knowledge from seminar

 

Autism and communication –

Communication and interaction with children who have autism

Targets: Parents, teachers, teaching assistants and any other professionals who interact with children who have a diagnosis of autism on an on-going basis.

Objective: Develop understanding of autism and communication, the nature of autism as well as the difficulties associated with having this diagnosis. Increase awareness of strategies and approaches to interacting and communicating with a child with autism and enhancing their development

Outline: 3-hour seminar that covers the following,

  • Overview of autism spectrum disorder (ASD) and the spectrum of autism
  • General development and autism – a profile of a child with autism
  • Communication and autism – the strengths and needs of a child with autism
  • The role of the speech therapist – developing communication and a communication plan
  • Fostering a communication environment for a child with autism at home and in the classroom
    • Visual aids
      • Objects of reference
      • Picture based communication
      • Signing
    • Teaching techniques
    • Language use
    • Augmentative and alternative communication and technology
  • Autism and behavior
  • Case examples – how to practically implement information and knowledge from seminar

 

Specific Speech and Language Impairment (SSLI)–

Communication and interaction for with children who have SSLI

Targets: Parents, teachers, teaching assistants and any other professionals who interact with children that have a diagnosis of SSLI on an on-going basis.

Objective: Develop understanding of SSLI and communication, the nature of SSLI as well as the difficulties associated with having this diagnosis. Increase awareness of strategies and approaches to interacting and communicating with a child with SSLI and enhancing their development and learning

Outline: 2-hour seminar that covers the following,

  • Overview of SSLI and it’s diagnosis
  • A profile of a child with SSLI – how it manifests in children as they develop
  • Communication and SSLI – the strengths and needs of a child with SSLI
  • The role of the speech therapist – developing communication and a communication plan
  • Fostering a communication environment for a child with SSLI at home and in the classroom
    • Compensatory strategies
    • Implementing communication goals in the curriculum
    • Adapting the curriculum to maximize learning
    • Teaching techniques
    • Language use
    • Visual aids and supports
  • Toys, books and resources that are useful for developing communication and language in this population
  • Case examples – how to practically implement information and knowledge from seminar

 

Communication and learning disability–

Communication and interaction for with children who have a learning/intellectual disability

Targets: Parents, teachers, teaching assistants and any other professionals who interact with children that have a diagnosis of a learning/intellectual disability on an on-going basis.

Objective: Develop understanding of learning/intellectual disability and communication, the nature of having a learning/intellectual disability as well as the difficulties associated with having this diagnosis. Increase awareness of strategies and approaches to interacting and communicating with a child with a learning/intellectual disability and enhancing their development and learning

Outline: 2-hour seminar that covers the following,

  • Overview of learning/intellectual disability and it’s diagnosis
  • The spectrum of learning/intellectual disability – mild, moderate, severe
  • A profile of a child with learning/intellectual disability – how it manifests in children as they develop
  • Diagnoses and disorders associated with learning/intellectual disability, i.e. Down Syndrome
  • Communication and learning/intellectual disability – the strengths and needs of a child with this diagnosis
  • The role of the speech therapist – developing communication and a communication plan
  • Fostering a communication environment for a child with learning/intellectual disability at home and in the classroom
    • Compensatory strategies
    • Implementing communication goals in the curriculum
    • Adapting the curriculum to maximize learning
    • Teaching techniques
    • Language use
    • Visual aids and supports
  • Toys, books and resources useful for developing language and communication in this population
  • Case examples – how to practically implement information and knowledge from seminar

 

Communication and Central Auditory Processing Disorder (CAPD)–

Communication and interaction for with children who have CAPD

Targets: Parents, teachers, teaching assistants and any other professionals who interact with children that have a diagnosis of CAPD on an on-going basis.

Objective: Develop understanding of CAPD and communication, the nature of having CAPD as well as the difficulties associated with having this diagnosis. Increase awareness of strategies and approaches to interacting and communicating with a child with CAPD and enhancing their development and learning

Outline: 2-hour seminar that covers the following,

  • Overview of CAPD and it’s diagnosis
  • A profile of a child with CAPD – how it manifests in children as they develop
  • Communication and CAPD – the strengths and needs of a child with this diagnosis
  • The role of the speech therapist – developing communication and a communication plan
  • Fostering a communication environment for a child with CAPD at home and in the classroom
    • Compensatory strategies
    • Implementing communication goals in the curriculum
    • Adapting the curriculum to maximize learning
    • Teaching techniques
    • Language use
    • Visual aids and supports
  • Toys, books and resources useful for developing language and communication in this population
  • Case examples – how to practically implement information and knowledge from seminar

 

 

 

Speech and Language therapy–

An overview of the profession and the role of a Speech and Language therapist (SaLT)

 

Targets: Professionals who are interested in the work of an SaLT as well as those who work with children with communication needs

Objective: Develop understanding of speech and language therapy, the role of the SaLT and the nature and scope of their work. The seminar looks at the role of the SaLT within the multidisciplinary team and how they work alongside other professionals to implement communication strategies and goals

Outline: 1.5 -hour seminar that covers the following,

  • Overview of communication and what it means
  • How and why we communicate
  • Breakdown in communication – difficulties in communication
  • Disorders and diagnoses associated with communication difficulties
  • The role of the SaLT, including
    • Assessment
    • Diagnosis
    • Intervention
  • The role of the SaLT in a multidisciplinary team – what to expect
  • Working with other professionals – case examples
  • Seeking advice/help from an SaLT

  

SMART goals–

Developing SMART goals in the educational/clinical setting

Targets: Professionals who are involved in goal setting in the educational and clinical environment

Objective: Develop an understanding of goal setting within the educational and clinical environment and the function of goals and targets.

Outline: 1 -hour seminar that covers the following,

  • Overview of the function of goal setting
  • SMART goals – overview
  • Implementing SMART goals in the clinical/educational setting
  • Case examples – implementing SMART goals on a practical basis

 

 

 

Education, technology & apps–

Using technology and apps in education

Targets: Professionals who are involved in education and childhood learning

Objective: Develop an understanding of the role of technology and apps in education and learning.

Outline: 1 -hour seminar that covers the following,

  • Overview of the types of technology and their use in education
  • Educational apps
    • Overview of education apps
    • Communication apps
    • Apps for disabilities
  • Case examples – integrating technology into learning and education