Pathological Demand Avoidance Syndrome (PDA)
Learn about Pathological Demand Avoidance Syndrome (PDA) at your own pace with this easy-to-access online workshop designed to promote positive learning and behaviour by elevating your understanding of key aspects of PDA, including neurological diversity.
About this course
An engaging course to help to school and college leaders understand the specific needs of Deaf learners with PDA.
PDA is a condition which is part of the autism spectrum and the prevalence of autism is notably higher in Deaf learners than in hearing learners. This training is designed to heighten your understanding that Deaf learners with PDA are likely to communicate differently to neurotypical learners.
What does this course cover?
- An overview of how the impairments affecting those with PDA may cause difficulties (What is PDA? The key features of PDA).
- Meeting the needs of those with PDA. Some interactive activities and simple and effective strategies designed to meet a range of needs based on the impairments.
- Strategies and interventions for adapting the sensory environment to meet the behavioural needs of individuals with PDA.
- Why individuals with PDA need Visual Interventions and how they can benefit from them.
- How to create a range of differentiated age and level appropriate Visual Interventions for individuals with PDA.
- An investigation into the type of language and presentation suitable for the needs of individuals with PDA.
- Promoting positive behaviour through effective practice.
What outcomes can you expect from this course?
Completing this course will help you to:
- Understand the needs of individuals with PDA and the associated impairments.
- Create differentiated, age and level appropriate interventions.
- Adapt the sensory environment to meet the needs of individuals and groups of individuals.
- Create effective behavioural interventions and strategies.
- Support Deaf learners with PDS to reach their full potential.
Who is the course for?
This course is designed for education professionals and support staff in primary and secondary.
Who will you learn with?
Andrew Whitehouse MSpEd, CPSE, (PGCert) BAHons QTS, People First Education.
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Complex neurological disorders, including Dyspraxia, are often reported to be more prevalent amongst Deaf people, which is why we believe it’s important to cover these in the suite of courses and resources we offer.
Dyspraxia is a Developmental Co-ordination Disorder (DCD) which affects organisation and planning of physical movement. The essential feature is the impairment of motor function that significantly interferes with academic achievement or activities of daily living.
This easy-to-access online workshop explores several interventions you can put in place to support the needs of Deaf/SEN learners and is designed to help you:
- Gain a clear understanding of what Dyspraxia is and how it can affect the development of age-appropriate skills.
- Grasp the complex challenges facing Deaf learners who also display neurological disorders such as Dyspraxia.
- Put interventions in place to support the development of learners who are displaying common presentations of Dyspraxia.
Deafness itself is not a learning disability. However, as complex neurological disorders are often reported to be more prevalent amongst young Deaf learners. Accessing learning and clearly understanding what’s expected of them can be particularly challenging, especially if they are Deaf and have special educational needs. Naturally, this can impact on behaviour in the classroom – particularly amongst younger children at the Early Years and Foundation Stage (EYFS).
One of the primary ways to remove learning barriers amongst Deaf/SEN learners at this early stage in their educational journey is to introduce visual interventions into the classroom.
This easy-to-access online workshop explores several visual intervention strategies and is designed to help you:
- Understand the complex needs of Deaf learners who also display neurological disorders.
- Learn how to support positive behaviour in EYFS settings.
- Use visual signs and prompts to improve communication and promote positive behaviour.