Autumn 2021 CPD Course:
Welcome to the hidden web page of the autumn 2021 CPD course. The aim is to provide all the necessary slideshows, handouts and resources to enable delegates to deliver, share or cascade the information to colleagues back in school; indeed, a number of delegates have successfully done this with our Forum materials. Furthermore, it makes accessing resources and web links much easier, with everything stored in one place. Our copyright terms are that attending delegates are free to use the materials within their own school only. We hope you find this helpful!
The Vital and the Valuable in Visual Communication Strategies
Zena Martin & Neale Hayward-Shott
Slides and handouts
Resources and links
Temple Grandin describes Thinking in Pictures: https://youtu.be/rJ90_mX8qQk
Cohen, A. & Demchak, M., 2018. Use of visual supports to increase task independence in students with severe disabilities in inclusive educational settings.. Education and Training in Autism and Developmental Disabilities., 53(1), pp. 84-99.
Dettmer, S., Simpson, R. L., Smith Myles, B. & Ganz, J. B., 2000. The use of visual supports to facilitate transitions of students with autism. Health Research Premium Collection, 15(3), p. 163.
Forsyth, R. J., 2003. NEUROLOGICAL AND COGNITIVE DECLINE IN ADOLESCENCE. Journal of Neurology, Neurosurgery & Psychiatry, Volume 74, pp. i9-i16.
Fortnum, H. M. et al., 2001. Prevalence of permanent childhood hearing impairment in the United Kingdom and implications for universal neonatal hearing screening: questionnaire based ascertainment study. BMJ, pp. 323-536.
Georgiou, N. & Spanoudis, G., 2021. Developmental Language Disorder and Autism: Commonalities and Differences on Language. Brain Sciences, 11(5), p. 589.
Grandin, T., 2013. Dr. Temple Grandin Describes Thinking in Pictures, s.l.: Ted Talks.
Hodgdon, L. Q., 1995. Solving social-behavioral problems through the use of visually supported communication.. In: K. A. Quill, ed. Teaching children with autism: Strategies to enhance communication and socialization.. New York: Delmar, pp. 265-286.
Hoy, K., Parsons, S. & Kovshoff, H., 2018. Inclusive school practices supporting the primary to secondary school transition for autistic children: pupil, teacher and parental perspectives. Advances in Autism, 4(4), pp. 184-196.
iCan, n.d. Developmental Language Disorder: A guide for every teacher on supporting children and young people with Developmental Language Disorder in mainstream schools. s.l.:DfE.
Jaime, K. & Knowlton, E., 2007. Visual supports for students with behavior and cognitive challenges.. Intervention in School and Clinic, 42(5), p. 259.
Johnson, J. W., McDonnell, J., Holzwarth, V. N. & Hunter, K., 2004. The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes.. Journal of Positive Behavior Interventions., Volume 6, pp. 214-227.
Matsuzaki, J. et al., 2019. Abnormal auditory mismatch fields are associated with communication impairment in both verbal and minimally-verbal / non-verbal children who have autism spectrum disorder. Autism Res., 12(8), p. 1225–1235.
Naigles, L. R. & Tovar, A. T., 2012. Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism.. Journal of Visualized Experiments, Issue 70, pp. 3791-4331.
NASEN, 2018. Childhood Acquired Brain Injury: The Hidden Disability, Tamworth: NASEN.
Nediger, M., 2020. How to Use Visual Communication: Definition, Examples, Templates. [Online]
Available at: https://venngage.com/blog/visual-communication/#:~:text=%20Some%20common%20visual%20communication%20strategies%20include%3A%20,to%20indicate%20importance%20and%20draw%20attention%20More%20
[Accessed 7th September 2021].
North Star Paths, n.d. North Star Paths: Supporting Positive and Possible Futures. [Online]
Available at: https://northstarpaths.com/graphics-free-downloads/
[Accessed 7th September 2021].
POST, 2020. Autism. Postnote, January, Issue 612.
Strand , S., Malmberg , L. & Hall, J., 2015. English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database, s.l.: University of Oxford, Department for Education.
Venker , C. E., Bean, A. & Kover, S. T., 2018. Auditory–Visual Misalignment: A Theoretical Perspective on Vocabulary Delays in Children with ASD. Autism Res., 11(12), p. 1621–1628.
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