1750 Other courses

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. WHAT IS INCLUSION FACILITATION WORK? ‘WE DO WHATEVER IT TAKES!’ USUALLY A PERSON CENTRED PLANNING EVENT WOULD BE CARRIED OUT USING THE PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]OR MAP [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] PROCESS – MAJORING ON DREAMS AND GOAL SETTING LEADING TO PRECISE ACTION PLANNING.  AN EXPERIENCED PSYCHOLOGIST ALONGSIDE THE INCLUSION FACILITATOR WOULD CARRY OUT A PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]. A LARGE GRAPHIC WILL BE ONE OF THE OUTCOMES OF THE MEETINGS THIS IS A GREAT VISUAL RECORD AND A SHARED MEMORY OF THE EVENT. THIS WILL ALSO INFORM THE PRIORITIES FOR THE INCLUSION FACILITATION WORK OPTIONALLY FOLLOWING THE PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] EVENT A ‘SCOPING REPORT’ IS CREATED OUTLINING WHAT INCLUSION FACILITATION COULD OFFER AND HIGHLIGHTING WHAT DREAMS AND GOALS THE INDIVIDUAL HAS. THE PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] IS ALSO PROVIDES A GOOD OPPORTUNITY FOR THE FACILITATOR TO MEET THE FOCUS PERSON IN A COMFORTABLE POSITIVE ENVIRONMENT. 12 WEEKLY VISITS FROM THE INCLUSION FACILITATOR FOLLOWED BY 5 MONTHLY VISITS IS OUR PREFERRED MODEL BUT WE CAN BE FLEXIBLE WITH THE DELIVERY OF THIS INPUT. THIS IS JUST A GUIDELINE, HOWEVER WE HAVE RECEIVED GOOD RESULTS USING THIS TIME FRAME. AFTER THIS INTENSIVE INPUT THE INCLUSION FACILITATOR WILL HAND OVER TO THE EXISTING FAMILY, CARERS AND PA TEAM TO CARRY ON WHERE HE OR SHE HAS LEFT OFF. THIS TRANSITION TIME IS PLANNED FROM THE OUTSET. AN EXPERIENCED PSYCHOLOGIST IS THERE TO SUPPORT THE FACILITATOR AT ALL TIMES AND WILL GUIDE ALL WORK DONE BY THE INCLUSION FACILITATOR.  IS THIS JUST SUPPORT WORK? NO! THIS IS PROACTIVE ENGAGEMENT – DOING WHATEVER IS REQUIRED. WE ARE NOT JUST PASSIVELY OR REACTIVELY PROVIDING WHAT IS ASKED FOR – WE ARE ACTIVELY PURSUING A GOOD LIFE FOR THE INDIVIDUAL. OUR WORK IS BUILT ON CAREFUL RESEARCH AROUND A PERSON’S INTERESTS AND WHAT OPPORTUNITIES EXIST LOCALLY. WE CARRY OUT COMMUNITY MAPPING.  WE ACTIVELY WORK TO TACKLE AN INDIVIDUAL’S OWN RESISTANCE AND RELUCTANCE TO ENGAGE MORE SOCIALLY. WE ACTIVELY ENGAGE WITH PEOPLE IN SOCIAL SETTINGS THAT THE INDIVIDUAL ATTENDS TO BUILD BRIDGES AND CONNECTIONS – WE ARE BRIDGE BUILDERS. WE BUILD CIRCLES AROUND A PERSON. WE CREATE THE CONDITIONS IN WHICH FRIENDSHIPS CAN FLOURISH. WE HAVE DIRECT PSYCHOLOGICAL SUPERVISION AND SUPPORT THROUGHOUT. THIS WORK IS SHORT TERM AND INTENSE. ENJOY PARTICIPATING IN A MULTIMEDIA WORKSHOP THAT WILL CHALLENGE, ENTERTAIN AND REACH FOR YOUR EMOTIONS. LEARNING OBJECTIVES 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. COURSE CONTENT THE COURSE ANSWERS THE QUESTIONS: * What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community?  * Practically how do we go about including high profile children or young people?  * How can we help some children be friends? WE WILL COVER:  * Inclusion values underpinning this work  * The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example  * Not doing it alone – The Importance of Teams in developing inclusive practice  * Practical setting up and running of IF work  * Lessons learned  * Stories of IF work

In this practical workshop session we will explore ways of including pupils who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. COURSE CATEGORY Autism and Communication DESCRIPTION In this practical workshop session we will explore ways of including pupils who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Parental perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labeled ‘autistic’ > “We are all much more simply human than otherwise, be we happy and successful, > contented and detached, miserable and disordered, or whatever.” > > HARRY STACK SULLIVAN TESTIMONIALS > ‘A great day – going away buzzing with ideas’?? > ‘Thanks for a wonderful day. Useful informative and a real ‘eye opener’. I > feel that I am able to understand why some autistic children carry out certain > actions’ > ‘I have gained a lot of knowledge and understanding and will be able to help > support and accommodate children better. Thank you.’ > ‘I now know autism is part of us all’ > ‘Useful to stand in shoes of autistic people’ > ‘I was blessed to be on this day’ > ‘I will take all these ideas back to the nursery’ > ‘Very respectful of people on the spectrum.’ > ‘Ways of reaching a person, not a condition.’ > ‘Really gave me an idea of how people feel.’ LEARNING OBJECTIVES * Increased confidence regarding autistic pupils and their inclusion in mainstream schools * Access to a wider range of practical strategies to impact on communication and behaviour issues * Deeper understanding of core values surrounding inclusion * New skills and processes to strengthen the inclusion of young Autistic people in all settings WHO IS IT FOR ? * Early years and school based practitioners * Heads and deputies * Guidance staff * Learning support teams * SENCOs * Primary and secondary teachers * Parents * Local authority support services * Community workers and carers COURSE CONTENT The course answers the questions : * What is autism? * How do we go about including autistic children or young people? * What does autism have to do with me? Key themes include: * Movement differences * Strategies for Facilitating Communication * Supports and Accommodations for Sensory Sensitivities * Developing Friendships and Peer Support * School and Family Partnerships * ‘Learning to Listen’ – Positive Behavioural Supports * Developing School wide Supports for Teachers and Students

In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Understanding Movement Differences [https://inclusive-solutions-school.teachable.com/p/understanding-movement-differences/] Learn at your own pace… lots of text and video support COURSE CATEGORY Autism and Communication Inclusion Parents and Carers Behaviour and Relationships DESCRIPTION In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Family perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labelled ‘autistic’ > “We are all much more simply human than otherwise, be we happy and successful, > contented and detached, miserable and disordered, or whatever.” > > HARRY STACK SULLIVAN TESTIMONIALS > ‘Very respectful of people on the spectrum.’ > ‘Really gave me an idea of how people feel.’ > ‘Ways of reaching a person not a condition.’ > > CLAIRE LEARNING OBJECTIVES 1. Increased confidence regarding including autistic people 2. Access to a wider range of practical strategies to impact on communication and behaviour issues 3. Deeper understanding of core values surrounding inclusion 4. New skills and processes to strengthen the inclusion of autistic people WHO IS IT FOR? * Social Care workers * Personal Assistants * Early years and school based practitioners * Heads and deputies * Guidance staff * Learning support teams * SENCOs * Primary and secondary teachers * Parents * Brothers and sisters * Local authority support services * Community workers and carers COURSE CONTENT The course answers the questions : * What is autism? * How do we go about including autistic people? * What does autism have to do with me? Key themes include: * Movement differences * Strategies for Facilitating Communication * Supports and Accommodations for Sensory Sensitivities * Developing Friendships and Peer Support * School and Family Partnerships * Learning to Listen Positive Behavioural Supports

This half-day workshop delivered face-to-face or online is designed for anyone in your organisation that wants to become a Neurodiversity Champion - someone who wants to educate and change the way that Neurodiversity is viewed in the workplace.

This IMI qualification is designed for technicians who maintain and repair electric/hybrid vehicles. It contains the skills and knowledge required to work safely around the electric/hybrid vehicles high and low voltage electrical system and electric drive train systems, whilst carrying out repairs and maintenance. On completing this qualification, technicians will have gained knowledge of both low and high voltage technologies and an understanding of their dangers. The content of this qualification has been designed to give learners the knowledge and skills required to work safely around Electric/Hybrid vehicles whilst carrying out routine maintenance and repair activities (not high voltage components or systems)

This IMI qualification is designed for those personnel who in the course of their daily work may encounter damaged electric/hybrid vehicles. It contains the knowledge required to work safely around the electric/hybrid vehicles high and low voltage electrical system and electric drive train systems. On completing this qualification those personnel will have gained knowledge of both low and high voltage technologies and an understanding of their dangers. The content of this qualification has been designed to give learners the knowledge and skills required to work safely around Electric/Hybrid vehicles during emergency and recovery situations.

Our popular Foundations in Acting Short Course London. Introduction to professional acting craft. For Beginners but also for newcommers to the industry and the Beck Emotional Access Technique.

Electrical Facials Course This course is becoming more popular than ever before due to the amazing electrical equipment now available at reasonable prices for salons and therapist. An Electrical facial treatment can postpone early signs of ageing, improve the appearance of the skin and erase minor sun damage, scarring and pigmentation. Duration The course last two days, usually on a weekend, so you dont have to take time out of your busy week! Machines Covered: EMS, Galvanic, Microdermabrasion, High Frequency, Micro-current, Melia Extraction/Microlance

crystal singing bowls, crystal singing bells, drums, gongs and frequency tubes. Adding in percussion instruments such as Koshi chimes, chime bars, rain-sticks, brass singing bowls, wahwah, shamanic rattles, waterfall shakers, omni drum, thunder tubes, rain column, aura chimes, tuning forks, wave drum and exploring the use of pyramids with sound.

Join us at the Depot_ for an evening of vibrant artistic fun. Come to a life drawing class like no other using neon reactive arts materials to draw inspiringly colourful life models.