WTT offer a robust and externally accredited programme of training to upskill Lincolnshire settings and build their capacity, confidence and competence to meet the needs of individual pupil's who are autistic/have social communication differences.
The drop down's below give an overview of each training course and what it covers, enabling you to effectively choose the relevant options for utilising the offer in the WTT Ladder.
Central events will run termly and those are available by scrolling down our home page and also through FAQs-Upcoming Events.
Settings can also bring the training in house for a group within a school, a network or a Trust. Please discuss those options with your WTT outreach teacher to tailor training themes and timings.
For information on the AET programme of Professional Development, please visit the AET Licensed Training Offer page in the right-hand menu.
Using Social Stories and Comic Strip Conversations
- To think about differences in social understanding for autistic children and young people
- To understand how a comic strip conversation can be used.
- To understand the purpose and principles of a social story.
- To be able to start writing a social story.
- Time- 2 hours
Autism and sensory integration/processing differences inc. Positive profiling
- To understand the 8 sensory systems
- To understand how sensory integration and processing can be different for autistic children and young people.
- Strategies and resources to consider including the WTT sensory positive profiling tool- this section is now pre-recorded on our website to watch at anytime.
- Time- 2-3 hours
Understanding and Internal Presentation of Autism (Masking)
- Autism: boys and girls – is there a difference?
- To identify key issues for those with an internal presentation of Autism.
- To explore adaptations and strategies for support
- Time-2 hours
A Sensory Circuit Approach in action at Gosberton House Academy
- To see a sensory circuit in action
- To see how the sensory circuit approach is adapted to different environments
- To see how the approach is embedded within everyday practice
- Attendees should already have an understanding of the sensory circuit approach
- Time-1.5 hours plus travel
- These visits are for setting professionals only
Understanding A Sensory Circuit Approach
- To understand how a sensory circuit approach (Jane Horwood) can be used to support sensory integration and processing differences and prepare for learning/engagement.
- To know the elements of a sensory circuit.
- To explore how this approach can be used at home and school in different ways.
- Pre-recorded session which will sit on our website to view at anytime-please see the sensory section
National Autistic Society-Autism and SPELL Programme
- Autism and SPELL is a course which provides an in depth understanding of autism and how to use the SPELL framework. SPELL is a framework of principles setting out a structure for shaping support. Focusing on autistic perspectives throughout, the training explores the principles of the SPELL framework and how to adapt strategies to ensure the best possible support and understanding is given.
- Time-12 hours delivered in blocks
- Cost-£25pp (includes a supporting manual/workbook)
- Open to Lincolnshire Professionals only
The SPELL approach in the classroom at Gosberton House Academy
- To explore what the SPELL approach is, relating to environments
- To observe how we embed this in practice at GHA.
- To spend time in a classroom to see what this looks like in practice.
- Time 2.5 hours plus travel
- These visits are for setting Professionals only
AET Making Sense of Autism for Parents/Carers
An adapted training workshop tailored to parents and carers
- Understand the importance of getting to know the child as an individual.
- Approach autism as a difference rather than as a disorder or impairment.
- Understand the importance of identifying the strengths and needs .
- Know how three areas of difference can affect autistic children and young people.
- Appreciate how important it is to listen to and learn from the perspectives of autistic youngsters.
- Reflect on and implement reasonable adjustments to support
- Have knowledge and understanding of the importance of one-page profiles and how to collect information for the one-page profile.
- Time - 1.5 to 2 hours
Teaching Inference to Autistic Pupils
This intervention supports children to develop necessary skills to understand text fully.
It works through:
- Developing children’s understanding of the meanings inferred through the choice of vocabulary;
- Making explicit the need for, and helping to develop the way children draw on background knowledge;
- Developing understanding of the importance of linking information in a short text in order to improve understanding.
- Time - 2 hours
Autism and Executive Functioning
- What do we mean by executive functioning?
- The key areas of executive functioning
- How do these areas impact access to/engagement with learning for autistic children and young people?
- What helps?
- Time-2 hours
Down Syndrome and social communication differences
- To describe an overview of Down Syndrome
- To dispel many common myths regarding Down
- To describe factors that facilitate – learning, communication, health and behaviour
- To advise with regard to developing writing
- To advise with regard to communication
- Time 1.5. hours
Autism and Emotional Development
- To explore how to teach emotional recognition in self and others
- To understand the steps towards being able to manage emotions effectively
- To explore resources and tools that can help develop emotional regulation
- Time 2 -2.5 hours
Using a Structured Teaching approach for autistic children
- To understand what a structured teaching approach looks like (including TEACCH)
- To explore how this can be applied in your classroom
- To explore different types of activities that may go into this approach for individual pupils and how we can evidence engagement and progress
- Time: 2 hours
A Day in The Life of an Early Years Autistic Child (DILEYAC) sessions
The Early Years & Foundation Stage environments support children in learning about the world and exploring their surroundings to build on their knowledge and experiences. It is important that the environment meets the individual needs of all children and offers opportunities for engagement, investigation and exploration.
It's also important that staff in these settings understand the diverse presentation & challenges of Autism and the needs of pupils and parents. Including the preparation for school each morning.
DILEYAC has 4 sessions which cover a full day
1. Starting the Day at Home - Primarily for parents but open to professionals as well. This session looks at priorities for the morning routine before leaving the house to get your child to their setting.
2. Getting into school- This could also be nursery/pre-school. Aimed at professionals and focusing on that transition into setting first thing and what needs to be in place to support our early years autistic children make that transition as easily as possible.
3. Daily Transitions- Aimed at professionals/ EY practitioners, we look at the micro transitions that are happenign constantly throughout the day , understand why these can be difficult for autistic children and how we can supprot them effectively through the environment and adult support,
4. End of the school day -Could also be nursery or pre-school. Aimed back with parents now and what happens once their child transitions back to them and their home environment, what that might look like and what to be aware of and support as they decompress their day.
Coming in 2024-2025!
WTT are continually developing our training offer in line with what settings and families tell us they need.
For 2024-2025 we are developing training on:
- Autism and Puberty
- Autism and ADHD
- Autism and Eating challenges
We will also have new modules coming from the Autism Education Trust :
- Transitions (Schools and Early Years phase)
- Developing Toileting
- Developing Play.
We will be piloting these in summer 2024 so please look out for dates on our calendar and via email to SENCOs.