Working with ADHD and the Autism Spectrum
Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder. Symptoms are characterised by attention difficulties, impulsiveness and, in the case of ADHD, hyperactivity. Autism Spectrum Disorder (ASD) is a condition that affects social interaction, communication, interests and behaviour.
The aim of this course is to identify key characteristics of ADHD and ASD and discuss appropriate responses to symptoms and behaviours in a professional childminding setting.
This course aims to give childminders the support needed to:
- Understand the concepts of ADHD and ASD.
- Define the diagnostic process.
- Identify some of the key symptoms or characteristics of ADHD and ASD.
Key learning during this course includes understanding and explaining:
- The causes and characteristics of ADHD/ASD.
- What steps can be taken to respond to a child with communication or interaction challenges.
- What steps can be taken to respond to a child who has flexibility challenges or sensory sensitivities.
- How to overcome communication barriers with children.
- How to handle relevant documentation in relation to children with signs, symptoms and care plans relating to ADHD/ASD.
- How to approach a parent or carer to discuss signs and symptoms or how to work with parents to ensure the care provided is meeting everyone’s needs.
When you have completed this course, your core knowledge and understanding will include:
- The possible impact of having a child with additional support needs within a family and the varied responses of carers, siblings, and the wider family.
- Awareness of, and ability to use, specialist terminology in the interest of the children with whom you work, whilst ensuring that use of such terminology does not act as a barrier to communication.
- Legislation, regulations and codes of practice affecting provision for children, and those with additional support needs within Scotland.
- Assessment and intervention frameworks for children with additional support needs.
- The meaning and application of participation and the practitioner’s role in supporting children, young people and families to engage and participate.
The rights of all children to equal access and
Training Provider Overview
We help childminders build on their Continuous Professional Learning. This includes interactive learning courses, e-Learning courses and access to webinars, network meetings, conferences and complimentary courses Taking part in these opportunities enables childminders to take responsibility for both their professional development and that of their childminding service – focusing on children, to help them achieve their full potential. We actively encourage childminders to take the opportunity to build on their knowledge, skills and professional growth throughout their career. SCMA is proud to be a SQA Approved Centre, which means that in addition to providing our own, bespoke learning opportunities, the Learn with SCMA team can also deliver SQA qualifications. The SQA qualification that we currently deliver is the Complete Childminding Learning Pathway - a Work Based Award, which is credit rated at Level 7 on the Scottish Credit Qualifications Framework (SCQF).
Training Provider Contact Details
SCMA are commited to ensuring that on-going quality improvement is an integral part of our organisation. The Learn with SCMA team aims for continuous improvement in the quality of all aspects of its work as part of its determination to help Learners achieve the highest possible standards.
Our Quality Assurance Policy is in place to ensure such continuous improvement through a process of self-evaluation and action planning. The Quality Assurance Policy and associated procedures involves all employees, Learners and collaborative partners such as the Care Inspectorate (CI), Scottish Social Services Council (SSSC), Scottish Qualifications Authority (SQA) and Skills Development Scotland (SDS). The quality assurance policy is managed through the existing organisational structure. The quality assurance procedures are founded in a process of regular self-evaluation by teams and internal and external audits and observations, in addition to Learner feedback and local training needs.