TalkSense Training Courses
Apologies, I am not able to offer training any longer. Following a stroke, I am now severely disabled. The website will continue.
Contact: [email protected]
Contact: [email protected]
MSR & OOR
Multi-Sensory Referencing & Objects Of Reference
Mutli-Sensory Referencing is not a single technique but rather an approach to raising the awareness of self in time and space comprising several techniques for use with people of any age who are experiencing PMLD.
The different techniques involved are explored and explained and the implementation of the scheme is covered. Where there is disagreement amongst professionals working in this area, both sides of the debate are presented so that participants can decide for themselves.
For a full description of the course please click on the symbol
Click on the image to review the course details
Mutli-Sensory Referencing is not a single technique but rather an approach to raising the awareness of self in time and space comprising several techniques for use with people of any age who are experiencing PMLD.
The different techniques involved are explored and explained and the implementation of the scheme is covered. Where there is disagreement amongst professionals working in this area, both sides of the debate are presented so that participants can decide for themselves.
For a full description of the course please click on the symbol
Click on the image to review the course details
Good Practice in the Design, Development, and Delivery of Sensory Stories
"These pupils will need books interpreted for them if they are to learn from them. Their profound intellectual impairment is likely to prevent them from understanding the words, even if they are read to them, while their likely additional impairments will lead to access difficulties, such as seeing the book or hearing the words read. In summary, this group is likely to have a complex profile of needs which result in significant barriers to acquiring literacy skills." (Fletcher-Campbell, DfEE, 2000).
There is a variety of practice within educational establishments around the world under the banner of 'Sensory Stories'; some of it is good and some of it is not as good. This course looks at all aspects of the Sensory Story and may challenge you to think about (and perhaps modify) some aspects of your current practice.
The course covers such things as:
Click on the image to review the course details
There is a variety of practice within educational establishments around the world under the banner of 'Sensory Stories'; some of it is good and some of it is not as good. This course looks at all aspects of the Sensory Story and may challenge you to think about (and perhaps modify) some aspects of your current practice.
The course covers such things as:
- the nature of a Sensory Story;
- the difference between Sensory Stories and Social Stories;
- the Sensory Story Rules;
- Sensory Story theory and practice;
- Illustrating the Sensory Story;
- Control and the Sensory Story;
- Neuroplasticity and the Sensory Story;
- The benefits of Sensory Stories;
- Assessment of understanding and of progress;
Click on the image to review the course details
Developing Switch Skills: Ideas and Good Practice
Switching to Success
This course is concerned with the development of switching skills, beginning with Learners who may have never encountered a switch and, as a result of their cognitive condition, have little (if any) awareness of what it can do. Throughout the day, the course develops awareness of good practice and terminates with an overview of contingency awareness (cause and effect skills). As the course proceeds, a set of objectives are suggested that participants may adopt, adapt or dismiss as appropriate for their Learners.
Click on the image to review the course details
This course is concerned with the development of switching skills, beginning with Learners who may have never encountered a switch and, as a result of their cognitive condition, have little (if any) awareness of what it can do. Throughout the day, the course develops awareness of good practice and terminates with an overview of contingency awareness (cause and effect skills). As the course proceeds, a set of objectives are suggested that participants may adopt, adapt or dismiss as appropriate for their Learners.
Click on the image to review the course details
Choice for Severe and Profound Learning Difficulties
"Learning should offer maximum opportunities for students to plan for themselves and to make choices and decisions." (Sutcliffe 1990)
"Research supports the idea that almost all people are capable of purposeful choice making if they are provided with a functional way of doing so that accurately interprets their behavior (Agran et al., 2010; Lancioni et al, 1996; Snell & Brown, 2011)." (Littrell S. 2013 page 3)
This course explores the nature of 'choice' as provided in special education establishments across the world and asks 'what is choice and how should we be providing it for those experiencing learning difficulties?'. Is what is typically proffered as 'choice' in the classroom good practice?
This course also covers such diverse areas as:
Click on the image to review the course details
"Research supports the idea that almost all people are capable of purposeful choice making if they are provided with a functional way of doing so that accurately interprets their behavior (Agran et al., 2010; Lancioni et al, 1996; Snell & Brown, 2011)." (Littrell S. 2013 page 3)
This course explores the nature of 'choice' as provided in special education establishments across the world and asks 'what is choice and how should we be providing it for those experiencing learning difficulties?'. Is what is typically proffered as 'choice' in the classroom good practice?
This course also covers such diverse areas as:
- The law and choice for people experiencing learning difficulties;
- The continuum of choice;
- The continuum of consequence;
- Evidence based research in choice;
- Choice concerns (while we may assume an individual has made a choice what really occurred was ...);
- Complete vs contained choice;
- An exploration of no choice;
- When the Learner 'says' no;
- Assumptions of understanding;
- Assessment of choice making skills;
- The benefits of choice to the Learner;
- Stages of development in choice making;
- Best practice in teaching choice.
Click on the image to review the course details
PowerPoint For Individuals Experiencing Severe and Profound Learning Difficulties
PowerPoint is a fantastic tool in the armoury of the staff in any establishment working with Individuals with Special Educational Needs. Most establishments will already possess it and therefore there is no cost involved in its purchase. The majority of establishments will also possess the equipment required to make it accessible via a single switch (standard special educational equipment). All that remains is acquiring the knowledge to put this all together and create your own meaningful PowerPoint presentations tailored to the individual requirements of your Learners. That is what this course is designed to do! It will show you how to use PowerPoint to enhance the development of skills and progress learnign for a wide range of Individuals with special educational needs particularly those experiencing Severe or Profound Learning Difficulties.
Why PowerPoint? Because Powerpoint:
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Why PowerPoint? Because Powerpoint:
- can be made to work from a single switch or via a touch screen (or any mouse alternative);
- can make use of multi media (music and video);
- can be made age appropriate;
- can easily be tailored to meet the needs of individual Learners;
- never judges and is never critical;
- never gives up;
- can be set to scan if required;
- does not have to be purchased (you likely already own it!);
- is on the computer and computers are motivating for most Learners.
- Can free staff to work with others while an individual Learner is effectively engaged.
Click on the image to review the course details
Developing Contingency Awareness in Individuals Experiencing PMLD
Contingency Awareness is an understanding of a relationship between your actions and the outcomes that your actions elicit in the environment: a baby in a cot kicks its legs in a certain way and accidentally makes the mobile, suspended above the cot, move. After some repetitions of the leg kicking the child begins to form an association between his actions (kicking his leg in a certain way) and the movement of the mobile. At this stage, the child may not understand how the action of his leg is causing the mobile movement but nevertheless still recognises that s/he can exert control and has thus made a connection.
Contingency Awareness is an important milestone for Individuals Experiencing PMLD. However, the combination of cognitive, physical and sensory impairments experienced by many acts as a obstacle to block the typically developing pathway. Indeed, the (inadvertent) actions of Significant Others may have a detrimental contributory effect further increasing the size of the obstacle. This course outlines both good practice in the classroom as well as a number of strategies that may be employed to develop contingency awareness skills in Individuals Experiencing PMLD. The suggested strategies do not all involve the use of technology such as switches or computers such that the implementation of good practice by Significant Others can take place at almost any time of day with any Individual in or out of school or college or other establishment. For example, the cartoon (above left) makes the point that we can inadvertently contribute to blocking the development of contingency awareness by our actions. Furthermore, such actions can promote 'learned helplessness'.
Contingency Awareness is an important milestone for Individuals Experiencing PMLD. However, the combination of cognitive, physical and sensory impairments experienced by many acts as a obstacle to block the typically developing pathway. Indeed, the (inadvertent) actions of Significant Others may have a detrimental contributory effect further increasing the size of the obstacle. This course outlines both good practice in the classroom as well as a number of strategies that may be employed to develop contingency awareness skills in Individuals Experiencing PMLD. The suggested strategies do not all involve the use of technology such as switches or computers such that the implementation of good practice by Significant Others can take place at almost any time of day with any Individual in or out of school or college or other establishment. For example, the cartoon (above left) makes the point that we can inadvertently contribute to blocking the development of contingency awareness by our actions. Furthermore, such actions can promote 'learned helplessness'.
Good Practice in the Development of Communication Skills for
Individuals Experiencing PMLD
"The communication needs of children and adults with PMLD are complex. Many children and adults with PMLD have no formal means of communication, such as speech, signs or symbols. They may use a range of non-verbal means such as facial expression and body language, to communicate and be highly reliant on others to interpret these and enable them to be involved in choices and decisions. Because of this, they are often excluded."
PMLD Network Valuing people with Profound and Multiple Learning Disabilities (PMLD)
There is at least one common characteristic of all people who fall under the umbrella of experiencing Profound and Multiple Learning Difficulties: they have a serious problem with communication. If an individual has language, s/he cannot be classified as experiencing PMLD by definition. Thus, the development of more effective 'communication' skills becomes of significant importance.
What can be done to improve communication? What is best practice and why? How do behaviour, body language, Multi-Sensory Referencing, Responsive Environments, Objects of Reference, Sensory Cues, Symbol Systems and Boards, Signing (tactile and visual), etc fit into the schema? What are the pitfalls and can they be avoided?
PMLD Network Valuing people with Profound and Multiple Learning Disabilities (PMLD)
There is at least one common characteristic of all people who fall under the umbrella of experiencing Profound and Multiple Learning Difficulties: they have a serious problem with communication. If an individual has language, s/he cannot be classified as experiencing PMLD by definition. Thus, the development of more effective 'communication' skills becomes of significant importance.
What can be done to improve communication? What is best practice and why? How do behaviour, body language, Multi-Sensory Referencing, Responsive Environments, Objects of Reference, Sensory Cues, Symbol Systems and Boards, Signing (tactile and visual), etc fit into the schema? What are the pitfalls and can they be avoided?
Neuroplasticity and Severe and Profound Learning Difficulties
The past ten years have perhaps taught us more about neuroplasticity then the previous one hundred years. Indeed, recent research has overturned what was previously understood to be the case and this has profound implications for special education. This course delves into the nature of Neuroplasticity and Neurogenesis, the research and the evidence, and how it might apply to classroom practice. The course covers a wide range of areas in this field including:
In Development
- Neuroplasticity and Neurogenesis: definition and nature;
- History of neuroplasticity;
- Evidence Based Research;
- From theory to practice: what does this mean for the special education classroom;
- Assisting neuroplastic progress: what works?
In Development
Enabling Days
Enabling Days are FREE and provide tasters in mini-seminar forms of up to four of the courses detailed below as well as a display of new products available through Ability-World.
The Enabling Days are for all-comers; anyone may attend. However, it is important to book and reserve your place as we have had to turn people away from prior days due to over demand.
No Enabling Days are currently planned
The Enabling Days are for all-comers; anyone may attend. However, it is important to book and reserve your place as we have had to turn people away from prior days due to over demand.
No Enabling Days are currently planned
Book a training course
To enquire about any course or courses please contact Tony at Talksense:
E-mail: [email protected]
Phone: 01623 631450
Portland College: Travel Details
Portland College
Nottingham Road
Mansfield
Nottinghamshire
NG18 4TJ
By Road (M1)
Portland College is on the A60 road out of Mansfield to Nottingham. Leave M1 at junction 28 and follow A38 towards Mansfield until you reach the Sherwood Way South junction. Turn right into Sherwood Way and follow the road until it crosses the A60 (turn right onto A60 sign-posted for Nottingham). Portland College is sign-posted on the left after approximately 1 mile. Portland College has large spacious visitor car parks.
By Rail
Take the train to Nottingham. Change at Nottingham for the Worksop train (every 30 minutes). Leave the train at the Mansfield stop (NOT Mansfield Woodhouse). Portland is approximately 3 miles from the station. The Bus Station in Mansfield is adjecant to the train Station and there is a covered walkway in case of inclement weather. Take any PRONTO bus to Nottingham (they leave every 10 minutes) and ask for the Portland College/Harlow Wood stop (there is a bus stop directly outside the College).
Nottingham Road
Mansfield
Nottinghamshire
NG18 4TJ
By Road (M1)
Portland College is on the A60 road out of Mansfield to Nottingham. Leave M1 at junction 28 and follow A38 towards Mansfield until you reach the Sherwood Way South junction. Turn right into Sherwood Way and follow the road until it crosses the A60 (turn right onto A60 sign-posted for Nottingham). Portland College is sign-posted on the left after approximately 1 mile. Portland College has large spacious visitor car parks.
By Rail
Take the train to Nottingham. Change at Nottingham for the Worksop train (every 30 minutes). Leave the train at the Mansfield stop (NOT Mansfield Woodhouse). Portland is approximately 3 miles from the station. The Bus Station in Mansfield is adjecant to the train Station and there is a covered walkway in case of inclement weather. Take any PRONTO bus to Nottingham (they leave every 10 minutes) and ask for the Portland College/Harlow Wood stop (there is a bus stop directly outside the College).
Accommodation Details
For courses held at Portland College (enabling days etc) the nearest accommodation is detailed below.
Accommodation for Portland Courses is not included in the course costs. Course participants must make their own arrangements if they wish to attend more than one course and require to stay over.
Talksense has an arrangement with the 218 Hotel situated on the A60 out of Mansfield approximately 1.5 miles from Portland and on the bus route to the college (any Pronto Nottingham bus every 10 minutes, leave at the Portland/Harlow Wood stop). The hotel offers a range of accommodation and has dining facilities.
The hotel has adequate parking available for visitors arriving by car. Portland College is only a few minutes drive away along the A60.
Click on the link to visit the hotel website.
Accommodation for Portland Courses is not included in the course costs. Course participants must make their own arrangements if they wish to attend more than one course and require to stay over.
Talksense has an arrangement with the 218 Hotel situated on the A60 out of Mansfield approximately 1.5 miles from Portland and on the bus route to the college (any Pronto Nottingham bus every 10 minutes, leave at the Portland/Harlow Wood stop). The hotel offers a range of accommodation and has dining facilities.
The hotel has adequate parking available for visitors arriving by car. Portland College is only a few minutes drive away along the A60.
Click on the link to visit the hotel website.
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In-School Courses: The above courses are also available to be delivered in your School, College or Centre on training days. Please e-mail Talksense for details ...
[email protected]
e-mail us and let Talksense know what it is you want.
In-School Courses: The above courses are also available to be delivered in your School, College or Centre on training days. Please e-mail Talksense for details ...
[email protected]