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Seminar-Workshop on: Treatment & Education Of Autistic And Related Communication- Handicapped Children (TEACCH)

Treatment & Education Of Autistic And Related Communication- Handicapped Children (TEACCH)

 November  24 – 26, 2017

R.E.A.C.H., Inc., 2nd Flr., Uniwide Sales Metro Mall,#43 Real St. Pamplona, Las Piñas City

Resource Speaker:  DR. LOLITA DIONISIO-SERRANO

CHED Endorsement Dated May 23, 2017

Overview:     The TEACCH (Treatment and Education of Autistic and Related Communication -Handicapped Children) approach utilizes the relative strengths of individuals with autism spectrum disorder (ASD) (Schopler et al., 1995) and is appropriate for individuals of all ages and developmental levels. TEACCH uses the principles of structured teaching to support individuals with ASD in understanding their world better and enables them to be more independent and productive in an inclusive setting.  The TEACCH program was developed by Eric Schopler in the late 1970s and is administered through the University of North Carolina at Chapel Hill, USA.   The TEACCH method provides students with developmentally appropriate structure and organization in the learning environment, which moderates challenges students with ASD may encounter.   The TEACCH philosophy recognizes autism as a lifelong condition and does not aim to cure but to respond to autism as a culture. Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families. Objectives: At the end of the seminar-workshop, the participants will:
  1. Identify the potential intervention targets;
  2. Clearly define the target behavior or skill so that it is observable and measurable.
  3. Determine the type of data needed to assess the target skill.
  4. Implement the Intervention by the receiving teacher (both in an inclusive setting or self-contained setting, not to mention the home setting);
  5. Gain knowledge in physical organization, scheduling, work systems in an inclusion class.
  6. Learn to collect data to measure the effectiveness of the intervention on the target behaviors or skills;
  7. Address Generalization and Maintenance of Learned Behavior or Skill.
Methodology: Multi-modality format including real life videos, small and large group activities, slide presentations, individual reflection and consultation, case studies, and activity based instruction.  Humor, reflection, question-answer opportunities are specifically formulated to meet the unique needs of  adult learners. Who are invited?
  • School administrators
  • Regular and SPED teachers
  • Curriculum Developers
  • Guidance Counselors
  • Social and Health workers
  • Students taking up courses related to SPED
  • Psychologists, Occupational, Speech-Language, Physical Therapists, ABA specialist
  • Parents
  • College Administrators
  • College Professors/ Instructors, College/MA/Ph.D. Students and Professionals from Related Discipline

Seminar-Workshop on: Creating Inclusive Classroom

Creating Inclusive Classroom

CHED Endorsement Dated May 23, 2017

November 17-19, 2017 R.E.A.C.H., Inc., 2nd Flr., Uniwide Sales Metro Mall,  #43 Real St. Pamplona, Las Piñas City

  Overview: Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together.  “Inclusion” does not simply mean the placement of students with disabilities in general education classes.  This process must incorporate fundamental change in the way a school community supports and addresses the individual needs of each child.  As such, effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish.   Objectives: At the end of the seminar-workshop, the participants will:
  • Learn the philosophy and definition of Inclusion and its components;
  • Understand the characteristics and profiles of children in an inclusive setting;
  • Gain understanding on how to support the educational needs of a diverse collection of learners, both directly and indirectly in an inclusion and transition programs;
  • Acquire understanding on the many issues to consider in the formation of an IEP;
  • Differentiate functional curriculum vs. academic curriculum and how to prepare modifications;
  • Recognize the need for extensive help in addressing the unacceptable behaviour of a student in inclusive setting;
  • Design a behaviour programming in an inclusive environment;
  • Develop social programming;
  • Appreciate collaboration among the members of the team;
  • Discuss the necessary development strategies and plans for inclusion and transition plans
  • Trends and issues in the Philippines and other neighbouring countries on the issue of inclusion and transition
Who are invited?
  • School administrators
  • Regular and SPED teachers
  • Curriculum Developers
  • Guidance Counselors
  • Social and Health workers
  • Students taking up courses related to SPED
  • Psychologists, Occupational, Speech-Language, Physical Therapists, ABA specialist
  • Parents
  • College Administrators
  • College Professors/ Instructors, College/MA/Ph.D. Students and Professionals from Related Disciplines.


About

Operating Hours:
Monday-Saturday: 8:30am – 5:30pm

Visit Us:
2nd Flr., Uniwide Sales Metromall,
#43 Real St., Pamplona, Las Piñas City

Contact

Tel. No. (02)873-3438

Telefax. (02)871-5167

Mobile Nos.
09088146908
09068668695
0922-834-3270 to 3272

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