Overview
These 2 sessions will describe a framework for teaching children and youth across the spectrum in inclusive settings. This comprehensive, yet easy-to-use system, allows educators to understand how and when to implement an instructional program for students with autism spectrum disorder (ASD).
The framework, the Comprehensive Autism Planning System (CAPS), answers the questions such as 1) What supports does my student need in each class to be successful? 2)What goals is my student working on? 3) Is there a thoughtful sequence to the child’s day that matches his learning style. The structure of this innovative tool ensures consistent use of supports to ensure student. Because CAPS identifies supports for each of the student’s daily activities, it is possible for all who work with the student to readily identify the methods, supports, and structures that are necessary. Attendees will be provided opportunity to apply CAPS to their classroom settings.
The Hidden Curriculum refers to the set of rules or guidelines that are often not directly taught but are assumed to be known (Garrett, 1984; Hemmings, 2000; Jackson, 1968; Kanpur, 1989). This curriculum contains items that impact social interactions, school performance, and sometimes health and well-being. The curriculum also includes unspoken rules, slang, metaphors, body language, etc.
While this information may be intuitive for neurotypical individuals, it is not for those with autism or other special needs. These 2 parts identify hidden curriculum items and include practical strategies to teach these hidden social needs to autistic students and stresses the importance of making these a part of everyday life.
Course Outline
Part I - The Comprehensive Autism Planning System: Ensuring that Individual Needs Are Met in School, Home, and Work
- Overview of autism
- Introduction to the Comprehensive Autism Planning System (CAPS) and each of its elements
- Discussion of interventions that fit within each elements
- Targeted skills to teach
- Structure/modifications
- Reinforcement
- Sensory supports
- Social/communication supports
- Generalization
- Review of case studies across ages and environments
- Attendees develop a CAPS for one of their students
Part II – Hidden Curriculum: Practical Solutions for Understanding Rules in Social Situations
- The purpose of education
- Definition of the hidden curriculum
- Why it is necessary to teach the hidden curriculum
- The hidden curriculum and context
- Impact of the hidden curriculum across environments
- Examples of the hidden curriculum
- Setting up the environment to teach the hidden curriculum
- Methods of teaching the hidden curriculum
Course Objectives
Part I - The Comprehensive Autism Planning System: Ensuring that Individual Needs Are Met in School, Home, and Work
At the end of the session, attendees will be able to:
- Describe how to implement interventions across a student's day.
- Identify the components of the Comprehensive Autism Planning System.
- Discuss evidence-based practices for students with autism.
Part II – Hidden Curriculum: Practical Solutions for Understanding Rules in Social Situations
At the end of the session, participants will be able to:
- Define the hidden curriculum
- Explain the hidden curriculum’s applicability to school, community, and home
- Identify hidden curriculum areas and items across preschool, middle school, high school, and adulthood
- Develop a plan to implement the hidden curriculum
Who Can Benefit?
This resource is designed to be used by the child’s educational team, consisting special educators, paraprofessionals, speech-language pathologists, speech-language pathologists, occupational therapists, physical therapists, administrators, psychologists, of parents, general educators, consultants, and others who are stakeholders in the student’s education. Anyone who supports an autistic person can benefit from these presentations, whether they support the student at school, in the community, or at home.
Providers Terms
- Please note that registration will be on a first-come-first-served basis and course fees must be paid prior to closing date to reserve a place.
- Payment of fees is not a guarantee for the event to be staged as planned. Should the event be cancelled for any reason, a full refund will be made to all registered participants and no other claims are allowed. The organizer disclaims responsibility should any change in the event occur for any reason.
- Participants to the course are not allowed to split registration for different persons.
- For 1 full day seminar, only one set of meal entitlement per day shall be given to the registered participants. For half day seminar, only coffee and tea will be provided.
- Food served will be “no pork and no lard”.
- No refund of fees for participant cancellations including medical leave but substitutions are allowed with written request to organizer at least two working days before the course commences.
- Registration will be taken as confirmed upon receipt of payment or issuance of invoice. Any cancellation will not be allowed. However, substitutions are allowed with written request to organizer at least two working days before the course commences. Please note that registration will be on a first-come-first-served basis. Payment must be received by due date, before attendance of training.
- All information provided in this form is accurate up to the closing date of normal registration.
Tickets:
Early BirdClosedNormal RateClosed| Contact Hours: | 8.0 hrs |
| Start Time: | Tue, 13 June 2023 , 8:30 AM |
| Finish Time: | Wed, 14 June 2023 , 12:30 PM |
| Duration: | 2 Morning Sessions |
| Format: | Live Online Training |
| Language: | English |
| Venue: | Online |
Address: | Your Computer, |
| Provider: | Bridging Talents |
| Enquiries: |
Speaker(s):
 | Brenda Smith MylesPh.D. |
Brenda Smith Myles Ph.D., formerly, a professor in the Department of Special Education at the University of Kansas, is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, The Global and Regional Asperger Syndrome (GRASP) Divine Neurotypical Award, American Academy of Pediatrics Autism Champion, and two-time recipient of the Council for Exceptional Children Burton Blatt Humanitarian Award. She served as the editor of Intervention in School and Clinic, the third largest journal in special education and has been a member of the editorial board of several journals, including Focus on Autism and Other Developmental Disabilities, Remedial and Special Education, and Autism: The International Journal of Research. Brenda has made over 3000 presentations all over the world and written more than 300 articles and books on ASD. In addition, she collaborated with the National Professional Center on Autism Spectrum Disorders, National Autism Center, and the Centers for Medicare and Medicaid Services who identified evidenced based practices for individuals with autism. Further, in the latest survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.
