Neurodiversity, Autism and communication - 25LCSP57 (Facilitator Roisin Doherty) - St Josephs NS

The facilitator will discuss modern perspective on Autism and updated affirming terminology for professionals. She will reflect on why we are shifting away from traditional teaching practices and moving towards more helpful relationship-based practices, informed by recent research and autistic perspectives. She offers concrete examples of what neurodiversity affirming practice looks like and will offer practical tips which can upskill and empower staff to create the right conditions for communication development. This will be an interactive presentation and opportunities for discussion, reflection and feedback will be provided.

Learning Outcomes:

1. To provide information and education on neurodiversity, autism and communication inclusive of recent research and autistic perspectives.
2. To support school staff in practical ways by reflecting on the importance of relationship, environment, task and regulation when working alongside autistic children.
3. To meet staff where they are, on their journey of understanding neurodiversity and autism, and to raise awareness and understanding within the school environment. To think about what's going well for individuals in their school setting, and what the next step may be, to progress even more. 

Bio - 

Roisin Doherty-Brady has a BE’d Hons Degree in Education (1998) and a Postgraduate degree in SEN (2014). She has experience in a variety of educational settings. She has worked as a mainstream class teacher, SEN teacher, has helped set up autism classes, and facilitated webinars for teachers and SNAs to raise autism awareness, acceptance, and inclusion for the autistic community. She continues to research neuro-affirming practices and is guided by SLT’s, OTs, psychologists, Intensive Interaction and Attention Autism mentors and practitioners. Roisin’s autistic preschool twin boys have deepened her understanding and passion for supporting autistic people to be their authentic selves. She aims to support autistic individuals through socially inclusive practices, to support families, teachers, SNAs and peers to connect with autistic children through joyful interactions. Her value driven practices are inclusive of neurodevelopmental research embedded in autistic perspectives.