This self-paced online course is designed to provide parents the knowledge and skills required to support the educational and social needs of children and young people with ADD/ADHD in order to achieve their full potential.
Empowering parents to realise the full potential of children and young people with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder consists of five modules. Each module has a specific aim and learning targets and concludes with further reading or resources which the learner may find helpful. Each module builds on what was learnt in the previous module. This results to a broad knowledge of ADD/ADHD by the end of the course.
More specifically, the course introduces the sign and symptoms which will alert a parent to the potential that a child may have ADD/ADHD. This is extremely important as the earlier the difficulty is identified, the earlier it can be addressed and this is very beneficial for the children and their parents.
Moreover, the course focuses on thorough understanding of the definition of ADD & ADHD. In this way, the learner will acquire the necessary expertise not only to understand the process by which a child with ADD & ADHD is diagnosed but the ability to recognize and respond to the impact of ADHD and co-occurring conditions on a child’s functioning as well.
Furthermore, the course aims to develop learner’s understanding and recognition of the specific learning difficulties experienced by students with ADHD. In this respect, the course places emphasis to equip the learners with in depth understanding of the range of behavioural and emotional difficulties students with ADD/ADHD experience. This provides the learners with the expertise to develop strategies to support pro social behaviour and enable children to manage their behaviour and emotions.
Finally, this masterclass course provides valuable knowledge to the learner with regards to Special Educational Needs (SEN) and in depth understanding of the aspect of Inclusive Education, the laws underpinning it and the aims for ADHD children and young people future as full members of society.
Empowering parents to realise the full potential of children and young people with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder is a masterclass course on ADD/ADHD and an indispensable tool for all parents who wish not only to understand the cause and implications of ADD/ADHD but to create a social environment that will allow the potential & skills of children and young people with ADD/ADHD to be fully developed.
All presentations in this course are both visual and audio. The course is being developed by highly experienced tutors with vast expertise in the area of Special Educational Needs (SEN).
This course is part of the Special Educational Needs (SEN) online academy of ShipCon.
- Understand the terminology related to ADD/ADHD
- Recognize early signs of ADD/ADHD
- Understand the causes of ADHD and how the brain functions
- Acquire in depth knowledge of co-occurring conditions and the difficulties children and young people with ADD/ADHD may experience.
- Comprehend the routes to identification and diagnosis of ADHD and ADHD as a continuum condition
- Understand learning difficulties of students with ADD/ADHD
- Understand the ADD/ADHD anti-social behaviour and strategies for supporting behaviour
- Understand the concept of self and positive self-perception and mental health in relation to ADD/ADHD
- Address the social, academic and emotional needs of students with ADD and ADHD to enable them to be fully included in all aspects of society.
WHY this course?
Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) is a complex condition and so called ‘bad behaviour’ may often be the ‘outward sign’ seen by people but the core difficulties are poor attention (or inattention) and lack of impulse control (impulsivity). This behaviour may be caused by inactivity in the areas of the brain that control concentration and impulsive behaviour. So, when does it start? The behaviours associated with ADHD become apparent during early childhood, before the age of five years.
5–8% of children and 4–7% of teens have ADHD (as do 3–5% of adults). The sex ratio of ADHD is 3–4:1 (males to females) in children, 2–2.5:1 in adolescence. The prevalence of ADHD therefore declines somewhat with age, which implies that some children with ADHD will recover from the disorder by adulthood (estimated to be 10–34% depending on one’s definition of recovery). Hyperactive symptoms decline more steeply with age than do the inattention symptoms. But the number of areas of daily life impacted by ADHD can increase with age because more areas of life become available for participation than in childhood (e.g., driving, work, managing money, cohabiting with a partner, sex, raising children, etc.). In some regions, the prevalence of ADHD may be higher, such as in dense urban centres with higher rates of poverty, blue-collar or lower-middle social class neighbourhoods, areas surrounding military bases, or regions that have more of the factors that can cause ADHD (toxins, poor prenatal care, more smoking or alcohol use during pregnancy, etc. The reason ADHD may be more common among the children of certain occupational groups is because more adults with ADHD are likely to be in those occupations. Given the high genetic contribution to ADHD, those adults are more likely to have children with ADHD.
ADHD is usually inherited – but environment is important too. Research has shown that ADHD is one of the most strongly inherited of all the specific learning difficulties. Children from families where there are several members with ADHD are very much the problems are coming from helps parents to understand better why their child behaves the way he or she does – and will inform interventions. That is not to say that environment is not important: it is. There are a number of ways in which a child’s environment can affect ADHD: Low birth weight and birth complications can affect brain functioning (and so cause ADHD). Family stresses and strains can ‘feed in’ to make the problems worse (it is harder for parents to cope with a child’s troublesome behaviour when they are trying to solve their own life crises). Children with ADHD are more likely to upset and annoy others by the irritating things they do and say. This has a knock-on effect on how people react and relate to them.
WHO TO ATTEND?
METHODOLOGY OF THE COURSE – ADDED VALUE
Empowering parents to realise the full potential of children and young people with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder is an online self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of 14 hours of video covering five (5) distinct modules. Highly experienced tutor goes through the whole course, providing ample explanation – in an easy-to-follow manner – to all the areas & concepts covered by the course. Moreover, the tutor will provide a significant amount of useful background information and explanations throughout the course and in a way which is easy to follow and understand.
Each module has a specific area to cover and consists of various learning Units. Each Unit has its own distinct objective (Unit Learning Objective). Finally, each Unit has its own topics, each one with a specific objective (Topic Learning Objective).
Therefore, each Module has its own distinct aim/outcome, which is being served by distinct Units and Topics.
In this way, the attendee can easily follow the tutor as he/she goes through the whole material of the course.
The attendees of the course will be hugely benefited from the fact that they can have a 3-month online support by the responsible tutor of the course. This is very important to all those with busy working or personal schedule who need to go through the material at their own pace.
The methodology of the course is based on a combination of three important elements:
- Provision of knowledge required
- Use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
- Feedback/reflection (review)
- Certificate of attendance/competence (skills & competences acquired) by ShipCon with CPD units
Module I: Signs and Symptoms
Unit I: Understanding ADD & ADHD
Topic I: Understanding Special Educational needs (SEN)
Topic II: Facts about ADD/ADHD, the causes and risk factors
Topic III: How the ADD/ADHD brain functions
Unit II: The Theoretical knowledge of ADHD
Topic I: History of the development of understanding
Topic II: Definitions of ADD/ADHD
Topic III: Terminology used
Unit III: How to recognize ADHD
Topic I: Early signs of ADHD
Topic II: ADHD strengths and weaknesses
Topic III: Co-occurring conditions and the need for diagnosis
Module II: Informal assessment and diagnosis
Unit I: The definition of ADHD
Topic I: The importance of a definition
Topic II: The main components of the definition
Topic III: Routes to identification and diagnosis of ADHD
Unit II: The assessment and diagnostic process
Topic I: Diagnosis of ADHD
Topic II: Understanding of tests
Topic III: Tests for SPLD’s and educational skills
Unit III: Diagnostic signposts
Topic I: ADHD as a continuum & co-occurring conditions
Topic II: Why signs of ADHD may not be picked up
Topic III: How tests can shape strategies
Module III: Support and strategies
Unit I: Extend and develop parent’s understanding of the specific learning difficulties of ADHD students
Topic I: Why ADHD students may not thrive in school
Topic II: Learning difficulties and the impact thereof
Topic III: Difficulties ADHD children may experience
Unit II: Educational strategies required
Topic I: General Tips when teaching your ADHD child
Topic II: Specialist teaching programmes
Topic III: Inclusion – does it really exist?
Unit III: The development of Parents abilities to respond to their child’s needs
Topic I: The main difficulties for ADHD kids
Topic II: Practical strategies
Topic III: Coping mechanisms for kids and parents
Module IV: Social support: Understanding self and others
Unit I: ADHD and social difficulties
Topic I: The impact of a lack of diagnosis
Topic II: ADHD and the socio emotional impact thereof
Topic III: What is it like to have ADHD?
Unit II: ADHD as a catalyst for emotions
Topic I: Do emotional disorders cause ADHD?
Topic II: Common ADHD behaviours
Topic III: Strategies to support behaviour
Unit III: The importance of social understanding, friendship and self esteem in fostering wellbeing
Topic I: ADHD and Social understanding
Topic II: ADHD and friendship skills
Topic III: ADHD and emotional wellbeing
Module V: Inclusive Education – Best practice
Unit I: Understanding the infrastructure underpinning Inclusive Education
Topic I: What is Inclusive Education?
Topic II: The SEN Code of Practice
Topic III: Educators as catalysts for success
Unit II: Routes to Inclusion
Topic I: Factors that impact on inclusion
Topic II: SEN provision
Topic III: SEN teaching methods
Unit III: Pathways to an inclusive adulthood
Topic I: ADHD strengths and attributes
Topic II: Strategies to prepare for the future
Topic III: The gifts of ADHD people and role models
Angela Winstanley is a highly experienced Trainer/Consultant in Operations Management and Care Services with particular specialism in Autism.
Qualified in Social Work and a degree level qualified Operations Manager, with a background predominantly in care services. For a period of 24 years Angela managed teams and Operations, including all aspects of business development, Strategic Planning and implementation, and Operational Management, at Senior level.
Angela has worked with UK Investors in People as an Assessor, and trained as a Health and Safety/Risk Manager, – she is highly experienced in Quality Audit including Care Quality Commission (CQC) UK, for whom she was Registered as a Service Manager. During her long career Angela has worked within UK Social Services, Health Service, Education and the Voluntary Sector – she has also been seconded to the UK the Prison Service.
In her work for a UK National Charity Angela was trained in ‘Facing the Media’ and undertook numerous TV and Radio interviews, also being published in journals, and National Press.
Since relocating full time to Cyprus in 2012 Angela has delivered both Management and Autism training as a freelance trainer, in UK. Cyprus and the United Arab Emirates. Angela is currently involved in the development of specific Training Within a 3 year ERASMUS project and will be delivering training in Cyprus, Croatia and FYR Macedonia.
- ShipCon Head Trainer, 2016 – Present
Responsible for developing and delivering a range of Education based training across Europe. Involvement in Project development.
- Freelance Consultant / Trainer – ACCREDO Support Services (Mental Health / Learning disability / Autism). United Kingdom – 2011 – 2016
- Freelance Trainer – Focus – Abu Dhabi – UAE – Delivering Management training to Abu Dhabi Police force. – 2012 – 2016
- Freelance Consultant / Trainer – ASSP (Autism Assessment Support Practise) Centre Limassol, Cyprus
Responsible for Assessments, responsive programme setting, supporting key staff in interventions, training. – 2011 – 2017
- Area Manager, National Autistic Society, UK. 2003 – April 2011
- Responsible for Operational and Strategic Management of Autism Specific Services across the midlands / East Midlands area
- Locality Manager – National Autistic Society UK. 1998 –2003
Responsible for Management of Adult Autism services across 4 UK countries, including
Residential Homes, Outreach and Supported Living Services, University Support Services,
- Registered Manager – National Autistic Society UK. March 1996 –1998
Responsible for start – up and Management of first Residential and Day Services for Adults with Autism, Northamptonshire. Registered as Manager with UK Care Quality Commission.
Supported development of NAS Hayes Special Hospital, Bristol UK
- Team Leader – Northamptonshire Social Services. UK. 1988 – 1996
Responsible for Management of Service for Young adults with disabilities, Co- ordination of Social Work, Nursing and Education Teams and project lead on relocation from Hospital campus to community services.
Change Management in Northamptonshire Day Services. – as part of a specifically recruited management team to identify the need for and implement change processes within Social Services Departments.
Management of Generic Unit for adults with Special Care needs and Challenging Behaviour.
- Qualified Social Worker,- Selly Oak Colleges, United Kingdom.
- Applied Psychology,- Selly Oak Colleges, United Kingdom United Kingdom
- Degree in Operational and Strategic Management – United Kingdom
- Certificate in Management Studies. United Kingdom
- Investors in People Assessor – United Kingdom
- A range of CPD certificates pertinent to the field of autism, Asperger syndrome.
- Training the Trainer
Achievements & awards:
- Part of the team who developed the National Autistic Society SPELL framework.
- Part of the team who conducted the Autism Accreditation assessments and panel member.
- Investors in People Assessor
- EarlyBird Trainer (Autism Parent Training, NAS)
- SocialEyes facilitator (Social programmes for Asperger individuals, NAS)
- PCP (Person Centered Planning) facilitator
- Autism Support Counsellor (NAS PROJECT) to RELATE – marriage guidance council
- Regulation 26 (CQC standards UK) -Appointed Visitor
Publications and Media:
- Daily Telegraph – Supporting Parents with transition to residential Services. Article May 1998
- Community Care Magazine – Parents of autistic children urged to use support schemes August 2002
- Observer / Guardian – Asperger Syndrome- May 19, 2001 – ‘Angela Finne, a social worker who specialises in autism, notes that her clients have difficulty understanding surreal humour’
- Daily Mail – Starting up Residential Services for Autism – Article – 1999
- Contributor -The process of Ageing and Autism – .2003
- Contributor – Ignored and Ineligible? The reality for Adults with Autism Spectrum Disorders- 2001 (Angela Finne)
- BBC Channel 5 TV – Gloria Hunniford Show – Interview on Diet and Autism
- BBC Radio – You and Yours – Interview on the impacts of Autism on families
- ITV Breakfast TV – A look behind the doors of Residential Autism Services
- Cyprus Radio – Phone in Q & A for Autism parents
- UK House of Commons – Presentation to MP’s on Autism and Mental Capacity.
- National Autistic Society:
- Delivered a range of training in autism, Asperger syndrome, behaviour, social understanding, mental health, transition planning, Person Centered Planning, Leadership and management,
- NAS accredited SPELL trainer
- Training the trainer.
- ACCREDO Support & Development:
- Staff training in Autism, Mental Health approaches and Management
- Sussex Autism Society
- Staff training on a range of Autism specific themes
- Northamptonshire Social Services
- Delivered a range of courses on Learning Difficulties, including Sexuality and Relationships
- Abu Dhabi – UAE – Management and Soft Skills Training to Abu Dhabi Police Force
- Cyprus – AASP – Introduction to Autism, Using visual Structures, Communication in Autism
Famagusta Autism Society – a range of Autism specific courses, Supervisory Management, Person Centered Planning
- ESIPP – (Equity and Social Inclusion through Positive Parenting)
Autism 5 day training delivered to professionals and parents in North Macedonia, Croatia and Cyprus. Included Training Trainers
- ShipCon – Cyprus
- Special Educational Needs
- Soft Skills
- Presented at a range of conferences including:
- Partnership working between Local Authorities and Autism Providers- National Autistic Society conferences
- Leicester University Diversity Conference – ‘All about Autism’
- United Kingdom – ESIPP – Working with Structure in Autism
- North Macedonia – ESIPP Conference – Sensory Impacts in Autism
- Croatia – ESIPP – Sensory Impacts in Autism
- Cyprus – ESIPP – Joint working with Parents in Autism
- Cyprus – SENPower – The impacts of Special Educational Needs on Development and overview of the programme
- Portugal- SENPower – The impacts of SENPower on young people with Special Educational Needs on Development and overview of the programme
Research programmes and collaborative work:
- ESIPP Project – Partners – UK, Cyprus, North Macedonia, Croatia – Developing Autism research- based training for Parents and training trainers in each partner country
- SENPower – Partners from Lithuania, Spain, Portugal, Cyprus, Italy. Developing tools to support young adults with Specific Learning Difficulties and Entrepreneurship.
- PCP Autism – Partners – Romania, Bulgaria, Italy, North Macedonia Cyprus, Greece – Developing Person Centered Planning tools and training with relation to children and adults with Autism
- Ageing in Autism Project – National Autistic Society
- Grendon Underwood Prison, UK. – Therapeutic approaches with Cat A. B prisoners (Selly Oak Colleges and the Prison Services)
- Cyprus Ministry for Education – Environment and Practise Assessments in Paphos Area Special Needs provision in schools – comprehensive reports.
Memberships & Collorations:
- Autism Accreditation- Panel member: 100 – 2007– 2011.
- Famagusta Autism Support Group – Board Member – 2017 – Present.
What is included?
|Life time access||14 hours of video||5 Modules,
|Three months online support||Certificate/CPD|