20 students from 6 countries (England, Sweden, the Netherlands, the Czech Republic, Italy, Romania) participated in our multicultural course.

STUDENT REVIEWS

The Online Course / Distance Education: Autism Spectrum

I am very happy I’ve done this course and I thank you that I could be your student. I’ve learned so much and I am motivated to work again. You gave me the energy that has been missing recently. You showed me how to understand children with autism. Working with these children is difficult, but very rewarding. You’ve made me think about how complex communication and interpersonal understanding are, not only for people with autism, but also for us all. I want to create the right conditions for kids with autism that will compensate for their difficulties in communication, social relationships, perception and imagination, while allowing them to the most independent and meaningful life…

I have still a lot to learn!!!

Once again, thank you very much.

On-line course is my first experience. I am very satisfied.

Gabriela Kysels (the Czech Republic)

The course was a marvellous incursion into the world of autism. It was well documented, well argued and compelling.

Olga taught us how different could autistic people perceive the world, how interesting their thinking system could be and how should we approach them to build bridges between the two worlds. I deeply hope that more and more people will be convinced about the validity of sensory perceptions theory in autism, for this is the best explanation for behaviours I can notice in my son and other autistic children. I also appreciated the information in Module I – the history of autism, the reviewing of theories and of treatment methods – and I often think about the huge struggle of past generations to find the right answer about the spectrum. I enjoyed the tests and activities, they made us to reflect about the significant aspects, and I only regret having no tests in Module II. I also had a lot to learn from forum discussions – I can say that each student had the chance to be both her colleagues’ teacher and pupil simultaneously.

Finally, I wish to appreciate the site organization – it was very easy to understand, very clear, student-friendly (except the periods when it didn’t work ).

Thank you very much Olga, and I want to thank all the people who made this course possible.

Irina Litcanu (Romania)

This course has truly opened my eyes in the world of autism. I have been working with children with autism for around three years now. Before this time, I had little knowledge of autism and took it upon myself to research before I started the job in order to have some idea about these children. The three years I have spent working at this school has truly been an invaluable experience, I have learnt so much regarding autism, I already felt confident with working with autistic children.

However, since starting this course, I have realised how much that I was not aware of! It has been an honour to be part of such a great course. This has really helped me in my professional development as I am now more open minded when it comes to children with autism as I have a wider range of knowledge. I am able to give more in group discussions and meetings at the school and give more ideas to ideas and things we could try in the classroom in order to give the best support possible.

I am very grateful for you putting together such a great course. What I have learnt will stay with me throughout my career.

Emmaline Ewart (England)

I have to say that although it has been hard going at times I have thoroughly enjoyed working on this course and I have learnt a tremendous amount. At one point I really thought about giving up as I felt that I didn’t have the confidence to post in the discussion forum’s but I have to say once I had completed a few it definitely got a little easier and I discovered that the forum was full of lovely, inspirational people who I have gained knowledge from.

The second module has been the most engaging for me and my eye have been opened to just how detailed the word ‘sensory’ is. I now find myself walking through the corridors, classroom, playground and dinner hall with new eyes and a new thought process of what we should be looking for in order to best support each child I work with.

Thank you so much.

Sarah Parish (England)

Firstly I want to thank you Olga for giving me the opportunity to do this course.  Having Crohn’s disease, studying and furthering myself can be somewhat tricky but you have given me fantastic support and the benefit this course has had for my profession has been overwhelming.

Module 2, has been my favourite part where I feel I have learnt more than I ever could by quite simply reading a book or working with children.  It has given me more insight into the “why” factor of sensory and autism.  In some areas it has changed my approach.  Before this course I felt I was doing ok, the children I’ve worked with all seem to like me and they were making progress.  However, having read so much insightful information I have changed my approach with my new knowledge and have been able to make even further progress with them.  Every area we have covered has either furthered my knowledge or has been totally new and inspiring that I have been researching in my own time to help the children I work with.  Now I feel I can approach these children, the people they work with parents, etc. with a new found confidence that I can support them even more so than before.

On the whole I feel this course should be detrimental to anyone working with, is about to or is considering working with autism.  I have worked with children with autism for 5 years as a profession but have been around autistic individuals since I was about 15 (I’m 25 now).  I have learnt more in this course than I have in the 5 years of solid work within a school and respite care.  Yes, over the years I have learnt a lot about autism and I do feel working with them is incredibly vital to knowing if you can support them but knowledge is just as important.

I now have a much better knowledge of treatments, research, the “whys” and also failed approaches.

Autism is fascinating and something I want to spend my life working for, I’m not sure in what area be it education or something different.  We know so much, yet we know so little, there is a lot further to go, but with time, effort and support, we can learn from them as much as they learn from us.

Sophie Brannigan (England)

I have found over the last 3 months that I now have a better understanding of autism. I now have a greater knowledge about… the various theories which try to explain how it occurs and I think really importantly how autism can feel to those who are diagnosed with it and the difficulties that they experience. To read about how it affects those with autism has been enlightening for me and I have found it incredible how children with autism can function in many of the schools which I visit considering the difficulties they have. It has also been great to speak to fellow students in the forums to discuss how things differ in other countries and with those students who have children with autism.

I am also finding it far more interesting and enjoying the challenge of working with children with autism – unpicking behaviours, trying to see things from their perspective and challenging my own preconceived ideas.

At times I have felt myself becoming frustrated when I visit schools as I hear of children having “challenging behaviour”, “avoiding work”, “being stubborn”, etc. and I find myself  becoming defensive of these children. However, I have to remember that I have been very fortunate to have been able to complete this course and so I pass on information and help when I can.

We are very fortunate at our school that our professional development is encouraged and I will certainly recommend this course to my colleagues as I have to say that this is the first course where it has really changed my day to day practice.

Tracy Campbell (England)

This course has helped me to increase my knowledge of autism and all that comes with it, has given me a better practical approach to it and more strength and ammunitions to deal with all those people who do not recognise my son’s diagnosis or think Luca is a spoiled naughty child.

So I want to thank Olga, Elena and all my colleagues for the wonderful experience, for sharing knowledge and their life, – enriching mine.

Maria Chiara Nordia (Italy)

It’s been a great course and it’s really expanded my knowledge and changed the way I approach finding solutions to some of the problems that our autistic children experience.  It makes our discussions with therapists and other proffessionals much more meaningful and I hope to use what I’ve learnt in my daily practice.  Maybe this course should be an essential part of our training?? Thank you.

Claire Boyle (England)

I was hoping that I get more information on how to pupils and people with autism highest possible quality approach and support for learning and education strategy. I must say that I’ve got what I expected and much more. A great bonus for me is discussions between people from different countries and their stories and knowledge that can be used and help in working with people with autism.

For me, sensory perception is the best and most useful part of this course. For the school where I work, understanding of sensory perception is new information.

In my school there are teachers who want to learn new things and those who are reluctant. Therefore, I think that everything always depends on the people who work with autistic children. Everyone who works with autistic people should attend this course.

After having completed this course, I will try to find the best way to get “under the skin” of autism. :-D.

Thank you for this course.

Xenie Šustalová  (the Czech Republic)

Executive Director of the International Autism Institute of the KSPU named after V.P. Astafiev
Elena A. Chereneva

Программа предназначена для специалистов, работающих с аутичными детьми и/или взрослыми (учителя, психологи, логопеды, социальные работники, студенты-психологи и т.д.)

Программа направлена на:

– изучение деятельности сенсорно-перцептивных механизмов при социальной адаптации лиц с аутизмом;

– формирование представлений к пониманию причинности поведения лиц с расстройствами аутистического спектра (РАС),

– формирование умений разработки эффективных индивидуальных образовательных технологий для школьников с РАС.

Задачи программы:

• раскрыть специфику сенсорных проблем детей и взрослых с РАС;
• изучить методы вмешательства для устранения/сокращения ряда возможных сенсорных нарушений у людей с РАС;
• рассмотреть эффективные  подходы к понятию «восприятие в условиях сенсорного дефицита» при аутизме, изучить современные стратегии и терапии коррекции, которые сосредоточены на сенсорных проблемах.

На курсе обучаются 15 студентов из различных городов России: Москва, Красноярск, Самара, Иркутск и др.

По результатам обучения студенты получат удостоверение о повышении квалификации (72 ч.)

2 modules – 3 months – 108 hours

Course dates: 15.09.2014 – 15.12.2014

To apply – contact  elen_korn@bk.ru

THE INTERNATIONAL AUTISM INSTITUTE (Krasnoyarsk, Russia)
V.P. Astafiev Krasnoyarsk State Pedagogical University

Online Course/ Distance Education: Autism Spectrum
Dr. Olga Bogdashina – Ph.D., MA
2 modules – 3 months – 108 hours
Fee – €150

About the programme:
The CPD (Continuing Professional Development) web-based programme is offered by distance learning. It is interactive, so it is essential that all the students have a regular access to the computer, Internet connection and a personal e-mail address.
The programme contains lectures (both via the Internet and provided in a written form on the course website), on-line webinars, and discussion forф and guided reading. There are regular on-line discussions when the students get an opportunity to meet (on-line) their fellow-students, share experiences, exchange ideas, ask questions, and discuss their work with their tutor/lecturer.

Structure: All study-materials are structured as Modules that are divided into Units. Each Unit includes on-line materials, activities, questions to reflect on, self-assessment tests (allowing the students to monitor their progress and identify ‘weak points’ to be addressed before the end of each unit), on-line discussions.

Learning Strategy – A programme of on-line webinars (once a month) written lectures, discussions, self-assessments, and tutorials, seminars and guided reading: Total hours: 108.
Study time will vary from one student to another, but it is approximated to take about 7-8 hours a week of student time, including reading study materials, tutorials, and working on the assignments. The programme offers flexibility that allows students to study when they have time rather than following rigid timetable. The only structured times are for 3 webinars and deadlines for written assignments.

Assessment: To meet the course outcome students have to provide portfolios at the end of each unit containing a reflective log and written assignments (details are provided at the end of each Unit).
Students are advised to start A Reflective Log on the date they start the course. A reflective log is a professional journal that students keep during the course and is a useful tool to collect relevant material. Keep a notebook (‘a reflective log’) to do tests and activities, write your thoughts on different sections, make notes, ideas for forum discussions, notes of observations, reflections and thoughts on the subjects covered in the module, etc. This reflective log will NOT be assessed.

Qualifications: Successful completion of the course will result in University Certificate: Autism Spectrum. On completion, you may be able to progress further in your studies (Modules 3 & 4) which will lead to Advanced Certificate (Autism Spectrum).

MODULE 1: AN INTRODUCTION TO AUTISM
Learning Methods: On-line 58 hours
This module will be of particular interest to those who are working (or going to work) with children and adults with autistic spectrum disorders in the home, classroom or residential environment. Psychologists, teachers, speech therapists, learning support assistants, residential social workers and parents will be among the people who will find this module useful.

Module Aims:
To present an overview of the main characteristic of ASDs in the light of recent research;
To explain diagnostic criteria of ASD and consider the principles and problems of diagnosing ASDs;
To enable understanding of individuals with autism;
To identify the key issues in the care and education of individuals with autism;
To consider a range of interventions that can be used to meet the needs of people with ASDs.
To look at all the issues relevant to children with autism in a wider context: families with autistic children and their relationship with professionals; to consider problems the families experience and ways to support them.

Learning Outcomes:
By the end of the module the student should be able to:

Identify key characteristics of autism;
See the main trends in the development of our understanding of ASD
Be aware of current research into ASD;
Be able to identify diagnostic criteria for ASD and distinguish it from similar conditions;
Be able to critically evaluate key theories of causation in ASD;
Explore implications arising from specific restrictions in communication, socialisation, and cognitive functioning for an individual with autism
Critically examine a variety of biomedical, neurosensory, psychodynamic, behavioural, educational and cognitive approaches in relation to the individuals with autism;
Appreciate the effects of autism on parents, siblings and other family members.

Description of the module:
The Module is designed to give students understanding of the autism spectrum, including Asperger syndrome, based on theory, the latest research and practice. The purpose of this course is to increase awareness and understanding of autism. It was developed for educators of all grade levels, parents, related services providers, i.e. those who need to have basic information about people on the autistic spectrum.
This module will introduce students to key concepts and causal theories of autistic spectrum disorders. It will present the history of autism, discuss definitions, give the main facts about the condition, describe common symptoms and early signs of autism, explain how ASD is diagnosed and differentiated from other conditions, provide information about treatments for ASD. The module will identify and explore specific strengths and weaknesses of children with ASD and will discuss a wide range of treatments/ approaches to meet their needs.

Outline Syllabus:
Introduction
Unit 1: DEVELOPMENT OF UNDERSTANDING OF AUTISM:
Unit 2: DIAGNOSING AUTISM AND DIFFERENTIATING IT FROM OTHER CONDITIONS/DISORDERS. EARLY DIAGNOSIS. EFFECT OF DIAGNOSIS ON FAMILIES WITH AUTISTIC CHILDREN
Unit 3: FROM THEORY TO PRACTICE: SPECTRUM OF APPROACHES (Interventions/Treatment of ASD: Biomedical; neurosensory; psychodynamic; interactive; behavioural/ educational; cognitive; communication/ language therapies; others.

MODULE 2: SENSORY PERCEPTION IN AUTISM
Learning Methods: On-line 50 hours
This module will be of particular interest to those who are working (going to work) with children and adults with autistic spectrum disorders in the home, classroom or residential environment. Psychologists, teachers, speech therapists, occupational therapists, learning support assistants, residential social workers and parents will be among the people who will find this module useful.
Module Synopsis:
In this Module we will discuss possible sensory-perceptual experiences of children with autism. If we can understand the causes of certain behaviours we can develop appropriate strategies to support individuals. If we know what to look for, it will be easier for us to understand the child’s problems and abilities and to find appropriate methods to reduce their difficulties while building on their strengths.
Module Aims:
to develop understanding of the role of sensory problems in individuals with ASD;
to inform you of a range of possible sensory patterns experienced by persons with ASD and appropriate intervention techniques to eliminate/reduce them;
to consider different approaches to the concept of the ‘sensory-perceptual deficits’ in autism and different strategies and treatments that focus on sensory issues.
Learning Outcomes:
At the end of the Module you should be able to:
understand the range of the sensory-perceptual problems faced by individuals with ASDs;
interpret the behaviours caused by sensory-perceptual differences;
identify the sensory-perceptual difficulties of individuals with ASD you work with;
assess the impact of these difficulties on their learning;
interpret the way in which individuals with ASDs behave in the light of your understanding of their perceptual styles;
be aware of relevant strategies, treatments and environmental changes that can help individuals overcome these difficulties;
appreciate the limitations and strengths of different approaches, techniques and methods addressing sensory-perceptual difficulties experienced by people with ASDs.
Outline Syllabus:
Introduction
Perception
Possible Sensory Experiences in Autism
Perceptual Styles
Other Sensory Conditions and Treatments
Conclusions – What we can do to help.

To apply – contact  elen_korn@bk.ru