A 10-week course for practitioners supporting children and young people identified as Gestalt Language Processors (GLP). Relevant to autistic pupils, AAC users, and non-speakers. You will develop your understanding of GLP and adopt neurodiverse affirming practices using a Total Communication Approach. Training to Support Children’s Language and Learning henrietta@elklan.co.uk +44 (0) 1208 841450 www.elklan.co.uk Elklan courses are externally quality assured and accredited through OCN London Gestalt Language Processing - a Total Communication Approach Training to Support Children’s Language and Learning Gestalt Language Processing - a Total Communication Approach A 10-week course for practitioners supporting children and young people who may be identified as Gestalt Language Processors (GLP). The course uses interactive teaching methods, practical activities, videos and group discussion to engage you and support your learning. The course consists of 10 weekly sessions each lasting two hours and can be run as a 3-day intensive or via blended e-learning. Non-accredited e-learning sessions are also available. What does this course teach? 1. Neurodiversity - The Implications for a Total Communication Approach • Identify and use neurodiverse affirming language • Understand why neurodiverse affirming practice should be adopted when supporting children and young people with learning differences 2. What is Gestalt Language Processing? • Explore an overview of Gestalt Language Processing • Understand the importance of echolalia and the difference between immediate and delayed echolalia • Learn what is involved in a Total Communication Approach, and why we should adopt a Total Communication Approach 3. Identifying Gestalt Language Processing and the Stages • Recognise the stages of the Gestalt Language Processing pathway • Understand the difference between non-generative and generative language • Understand what is meant by echopraxia 4. Observation and Target Setting for the GLP • Learn how to use a GLP observation tool • Understand how you may determine an individual’s stage with the GLP learning pathway 5. Communication Support for Stage 1 and Stage 2 GLP • Explore approaches to use in supporting a child or young person identified at Stages 1-2 of the GLP learning pathway • Understand the relevance of the Stage 1-2 approaches to the autistic child or young person 6. Supporting Non-Speaking Gestalt Language Processors • Learn about the communication of non-speaking children and young people who are following the GLP learning pathway • Explore strategies to support the non-speaking child or young people 7. Behaviour is Communication • Understand that children and young people following the GLP learning pathway communicate through their behaviour • Learn approaches and strategies to support the autistic child or young person who communicates through their behaviour 8. Communication Support for Stage 3 and Support for Literacy • Explore approaches to use in supporting a child or young person identified at Stage 3 of the GLP learning pathway • Understand the relevance of the Stage 3 approaches including supporting the development of literacy 9. Communication Support for Stages 4 to 6 • Understand how children and young people following the GLP learning pathway further develop language • Learn approaches and strategies to support the autistic child or young person at Stages 4-6 GLP 10. Sharing Progress and Success • Reflect on any changes in practice with regards to adopting a neurodiverse affirming practice and supporting GLP • Explore how to monitor progress and share success +44 (0) 1208 841450 www.elklan.co.uk “ The training was a great introduction to GLP and is worded very positively. I’m excited to support the school with next steps. ” I have extreme joy in the increasing number of communicative moments I am having with certain children since starting the course. “ ” A course for those working with children and young people who have social, emotional and mental health needs. It explores the link between SEMH and communication providing information and strategies. Training to Support Children’s Language and Learning henrietta@elklan.co.uk +44 (0) 1208 841450 www.elklan.co.uk Elklan courses are externally quality assured and accredited through OCN London Supporting Social, Emotional and Mental Health of Children and Young People Training to Support Children’s Language and Learning Supporting Social, Emotional and Mental Health of Children and Young People This specialist course provides you with theoretical knowledge and practical skills and ideas to support the social, emotional and mental health of children and young people. With two age ranges to choose from (under 7s and over 7s), you can complete the course that best suits the age of the children or young people you work with. Written as a specialist course you must have completed an Elklan core course before attending this training. The course uses interactive teaching methods, practical activities, videos and group discussion to engage you and support you in your learning. Available as face to face training and blended e-learning. You can also purchase the e-learning alone with no accreditation or webinars to attend. What does this course teach? 1. What is SEMH? and the link between SEMH and SLCN • Explore the causes of SEMH needs • Understand the link between SEMH and SLCN • Learn how to use a SEMH development checklist 2. Theories to explain SEMH • Explore attachment theory • Understand the impacts of trauma on SEMH • Learn about the emotional brain 3. Language and vocabulary development to support SEMH needs • Refresh your knowledge of the Blank Language Scheme • Explore a range of strategies to support vocabulary learning, spoken language and narrative skills, with a specific focus on SEMH 4. Supporting social communication and emotional literacy • Understand how Lego™ Therapy can be used to support social interaction and communication • Explore a range of play and relationship-based approaches to supporting children and young people with SEMH needs • Learn about frameworks to support self-regulation 5. SEMH aware environments • Understand what a SEMH aware environment looks like • Explore how the role of the adult can support SEMH • Understand the importance of working with parents and carers • Learn how to use a SEMH aware checklist to reflect on your setting “ ” +44 (0) 1208 841450 www.elklan.co.uk This course is a must for anyone who is working with young children. I found the course content really beneficial to my role as an Advisory Teacher. The delivery was excellent and the practical activities allowed me to reflect on current practice. Upon finishing the course, I have made huge changes to my approach to working with children who have or are experiencing trauma. A course for those of you working with children aged 3-5 years. It provides information & strategies to develop the communication skills of all young children but especially those with speech, language & communication needs. Available through blended e-learning and face to face delivery. Training to Support Children’s Language and Learning henrietta@elklan.co.uk +44 (0) 1208 841450 www.elklan.co.uk Elklan courses are externally quality assured and accredited through OCN London Speech & Language Support for 3-5s Training to Support Children’s Language and Learning Speech & Language Support for 3-5s This course is written for those of you working in pre-school provisions. It links research on early language development with best practice to give you up to date theoretical knowledge and practical tools to promote and extend communication. It will provide practical strategies and innovative ideas wherever you work. This training runs over 10 sessions and you can complete it either through face to face delivery or blended e-learning. It can also be delivered as an intensive three day programme and is available as e-learning only without the live webinars or accreditation. What does this course teach? 1. What is communication? • Identify the processes involved in communication • Demonstrate the wide range of communication difficulties. 2. Communication Friendly Settings, Adult-child interaction and working with families • Consider what a Communication Friendly Setting is and how to achieve it • Understand the effect of adult-child interaction on the development of communication skills • Reflect on how to engage families to support their child’s communication skills. 3. Listening, looking and understanding spoken language • Understand the development of listening and attention and how to support this • Explore the importance of non-verbal communication behaviours • Reflect on the use of visual information to help children learn and understand. 4. Promoting the development of vocabulary • Explore how children learn words and the typical pattern of vocabulary development • Discuss strategies to help children develop a rich and varied vocabulary. 5. Modifying adults’ speech to help a child understand language • Practise modifying the adult’s language through an understanding of information carrying words. • Consider how to use information carrying words to develop all aspects of communication. 6. The Blank Language Scheme (or Language for Thinking) • Discuss supporting verbal reasoning skills, including why & how questions, inferencing, sequencing, predicting • Practise modifying the adult’s language accordingly. 7. The language journey - Developing expressive language skills • Develop strategies to encourage the use of sentences and expressive language • Discuss how to support children learning additional languages • Share ideas to develop narrative skills. 8. Play for language • Explore the link between play and language development • Know how to support language and communication through play • Identify skills required for successful social communication and share ideas as to how to promote these. 9. Supporting children with unclear speech and developing phonological awareness skills • Know the development of speech sounds. • Discuss strategies to support children with unclear speech. • Consider the link between speech, reading and writing. • Review phonological awareness and the four main components. 10. Management of stammering, sharing information with parents and course reflection • Explore the appropriate management of children who stammer. • Consider a model of communication to share with parents. • Reflect on what has been achieved through attending the course. Very worthwhile and enlightening. It has already proven of great value in our approach to children in my setting with all members of staff - giving some great ideas and insight into children’s communication and speech development. “ ” +44 (0) 1208 841450 www.elklan.co.uk An externally accredited course which will improve your ability to communicate with your pupils and their ability to communicate with you. It is available as a face-to-face course or via blended e-learning. Training to Support Children’s Language and Learning henrietta@elklan.co.uk +44 (0) 1208 841450 www.elklan.co.uk Elklan courses are externally quality assured and accredited through OCN London Speech & Language Support for 5-11s Training to Support Children’s Language and Learning Speech & Language Support for 5-11s This course is written for those of you supporting all children with their communication development but especially those with speech, language and communication needs (SLCN) in primary schools and special units. It will equip you with innovative tools and methods to enhance your pupils’ learning in the classroom and promotes quality first teaching. You will be taught using engaging and relevant teaching methods which includes practical activities, videos and group discussions. It is also available as e-learning only without the live webinars or accreditation. What does this course teach? 1. What is communication? • Identify the processes involved in communication. • Demonstrate the wide range of communication needs and the impact this has for the child. 2. Non-verbal communication and effective adult-child interaction • Identify non-verbal communication behaviours and the impact of NVC. • Understand the effects that interaction patterns between adults and children have on communication. 3. Supporting social communication skills • Consider the meaning of ‘readiness to learn’ and how to support this. • Recognise communication and learning differences and know how to adapt. • Know how to support social communication within a neurodivergent framework. 4. Listening and attention and understanding spoken language • Explore the development of listening and attention and appropriate support strategies. • Know how to support children’s ability to understand spoken language. 5. Memory and independent learning skills • Explore a simple model of memory. • Learn about strategies to support memory and independent learning. 6. Understanding beyond simple sentences • Implementing the Blank Language Scheme to support the development of verbal reasoning. • Know how to adapt questions and directions according to individual needs. 7. Promoting vocabulary development • Develop a wide range of strategies to promote vocabulary learning. 8. Encouraging expressive language and narrative development • Identify the processes involved and the development of spoken language. • Consider issues pertinent to learning additional languages. • Understand the development of narrative and appropriate support strategies. 9. Supporting children with unclear speech and understanding the link between speech, language, reading and writing • Explore the development of speech sounds and how to support clear speech. • Consider the link between speech, phonological awareness, reading and writing. 10. An introduction to stammering and reflecting on course learning • Explore stammering and appropriate support strategies. • Reflect on changes in personal practice and how to support the children, your colleagues and parents. Excellent course, it really helped develop my knowledge of how I should listen and speak to children. It helped me gain knowledge of helping children with speech difficulties and to improve children’s communication generally. “ ” +44 (0) 1208 841450 www.elklan.co.uk A specialist training programme for those of you working with autistic pupils and/or pupils with social communication needs. It is suitable for those of you who work in primary and secondary mainstream, special schools and specialist units and will empower you to develop the communication skills of pupils who need support to develop their language in a social context. Training to Support Children’s Language and Learning henrietta@elklan.co.uk +44 (0) 1208 841450 www.elklan.co.uk Elklan courses are externally quality assured and accredited through OCN London Supporting Autistic Pupils’ Communication (5 week course) Training to Support Children’s Language and Learning Supporting Autistic Pupils’ Communication This updated evidence-based specialist course provides you with theoretical knowledge and an abundance of practical skills and ideas to support autistic pupils and/or those with social communication needs. Written as a specialist module you must have completed an Elklan core course before attending this training. The course uses interactive teaching methods, practical activities, videos and group discussion to engage you and support you in your learning. Available as face to face training and blended e-learning. You can also purchase the e-learning alone with no accreditation or webinars to attend. What does this course teach? 1. What is communication and where does ASD fit? • Identify the significant needs for autistic individuals • Develop an understanding of pragmatic language skills • Learn how to use a checklist to identify pupils with social communication needs. 2. Sensory Integration • Understand the range of sensory differences autistic individuals may experience • Learn how to identify different sensory patterns and strategies to support individuals with varying needs. 3. The importance of structure • Understand what is meant by visual and physical structure and why it is important • Explore ways of adding physical and visual structure to the environment • Learn how to use a wide range of visual supports in the learning setting. 4. Developing Interaction • Develop an understanding of pragmatic language skills • Learn how to use evidence-based interaction strategies and how to promote opportunities for positive social interaction • Understand what is meant by ‘the theory of mind’ • Understand the importance of Double Empathy. 5. Behaviour is communication • Understand that individuals communicate through their behaviour • Understand why communication needs might lead to a behaviour of concern • Reflect on learning across the course and apply this learning to a positive approach to supporting behaviour. I found the course very useful and it led to changes in how we do things which had an impact for particular pupils. I found the course tutor really helpful, supportive and encouraging. The way the course was delivered was ideal to fit in with other commitments. I will recommend this course to others in different settings. “ ” +44 (0) 1208 841450 www.elklan.co.uk I found this course very helpful. I particularly liked the strategies about encouraging appropriate adult interaction. The checklist made me realise the things that I need to be looking out for. “ ”