Presented by: Catherine Faherty
Date: Wednesday, October 24, 2012
Time: 9:00am - 4:00pm
Session: Pre-Conference - Session #2
Outline of Presentation:
Learning Objectives:
- Become aware of their unconscious expectations about their own style of communication, interaction, and teaching.
- Become a more patient listener and clearer communicator with their students with ASD.
- Use visually structured methods of instruction/communication with their students with ASD.
- Create and use specific and practical methods to help their students with ASD express themselves effectively and authentically, including the strategy referred to as “Communication Forms”.
- Support their students’ journey of self-knowledge and budding self-advocacy.
Target Audience: Professionals working with school-age students with ASD, specifically those verbal students with high functioning autism or Asperger’s.
Catherine asks us to think of ourselves, whether we are teachers, assistants, therapists, or parents of children on the spectrum, as “communication partners.” She promotes a subtle but essential fact that the autistic style of communicating is different from – not inferior nor superior to - the widespread, more familiar communication style that most neurotypical teachers, therapists, and parents expect. Catherine proposes that we make “new agreements” about how to communicate; and consequently, how to teach. These new agreements require knowledge about what is different about the NT (neurotypical) and ASD communication styles, and modification in the teacher’s automatic way of communicating, interacting, and teaching. Today’s presentation includes ways to structure the educational environment and adjust your teaching style to increase your students’ understanding; and offers practical ideas to encourage authentic, expressive communication from your students with ASD. Strategies presented include visually structured teaching methods; and specific practices pioneered by Catherine Faherty to enhance expressive communication, self-knowledge, and self-advocacy by students on the spectrum. The day includes practice activities for participants.
After today’s seminar; teachers, therapists, and parents will:
- Become aware of their unconscious expectations about their own style of communication, interaction, and teaching.
- Become a more patient listener and clearer communicator with their students with ASD.
- Use visually structured methods of instruction/communication with their students with ASD.
- Create and use specific and practical methods to help their students with ASD express themselves effectively and authentically, including the strategy referred to as “Communication Forms”.
- Support their students’ journey of self-knowledge and budding self-advocacy.
- List five “new agreements” to improve communication, interaction, and instruction with their students on the spectrum.