Teaching students with autism spectrum disorder in high schools: Using evidence-based practices to develop students’ social, self-determination and self-advocacy skills

When:10 Oct 2018, 9am - 4pm
Venue:Room 119, Level 1 John Goodsell Building, High Street, UNSW
Who:Associate Professor Iva Strnadová
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Teaching students with autism spectrum disorder in high schoIvaols: Using evidence-based practices to develop students’ social, self-determination and self-advocacy skills

Post school outcomes for students with autism spectrum disorder remain poor compared to students without disabilities. Research shows that the use of evidence-based practices to develop the skills of these students increases the chances for successful employment, engagement with further education, and independent life.

This course will provide participants with knowledge of evidence-based practices that they can use in their high school classrooms to facilitate students’ learning. Instruction and tools will be provided in the areas of social skills, self-determination development, and development of self-advocacy skills. Evidence-based practices, such as peer-mediated instruction; video modelling; social skills groups, etc., will be introduced. The participants will also learn about the importance of teaching the hidden curriculum to students with autism spectrum disorder, and strategies that can be used to teach their students about hidden curriculum.

Participants will engage with the current research in the field and use the resulting information in the session activities.

A/Prof Terry CummingAbout A/Prof Iva Strnadová

Iva Strnadová is an Associate Professor in Special Education at the UNSW Sydney, Australia. Prior to her academic career, Iva worked for 7 years with adults with intellectual disabilities and with autism. Her research aims to contribute to a better understanding and the improvement of life experiences of people with disabilities. Iva’s ongoing research interests include transitions in lives of people with disabilities across the lifespan experiences of people with intellectual disabilities and autism and their families, inclusive education, and inclusive research.

Information on getting to the venue

Completing this workshop will contribute 6 hours of NESA Registered Professional Development addressing Standards 1.6.2, 3.7.2 and 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

**Please note that attendance for all hours is mandatory in order to receive accreditation. No partial attendance will be able to receive accreditation, so please plan your travel and commitments accordingly.

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