MSLP, R.SLP, S-LP (C) | Terri Duncan is the Founder and Executive Director of Children’s Autism Services of Edmonton. Children’s Autism Services of Edmonton has grown from 5 families in 2004 to hundreds of families in the program today. She is a Speech Language Pathologist and has worked with children with autism and other developmental delays for more than 23 years. Terri has her Bachelor of Arts in Psychology and Linguistics from the University of Ottawa and her Master’s Degree in Speech Language Pathology from the University of Alberta. She has presented at several conferences and taught classes on autism and communication at MacEwan University and the University of Alberta. Her interest in working with children with autism began when she worked as an aide with a four-year-old boy with autism in a family’s home. Since that time she has been fascinated by the complexity of autism and the resilience of families dealing with the challenges they face on a daily basis.
Learning Opportunities
Build a toolbox of strategies to implement with students with Autism: Part 2: Expanding Engagement and Communication in Students with Autism
Presented By
Terri DuncanSession Details
| Date | Time |
|---|---|
| February 25, 2020 | 9:00 am to 3:30 pm |
Location
Grade Levels
AllSupporting students with Autism and other developmental disabilities in today’s classroom setting can feel overwhelming for educators and educational assistant staff. ERLC will be partnering with Children’s Autism Services of Edmonton to bring research based, strategy focused training to educators this year!
Part 2: Expanding Engagement and Communication in Students with Autism
The spectrum of language and communication abilities in students with Autism can range from highly verbal students with strong memory skills who struggle to make friends and participate in group activities, to the other end of the spectrum with students who appear to be ‘in their own world’ and communicate using limited gestures. This session will support educators to implement universal and targeted communication opportunities throughout the classroom day to encourage spontaneous and functional communication and language skills in students with Autism.
*NOTE: Part 1 of the series is required in order to attend part 2 or 3
YOU MIGHT ALSO BE INTERESTED IN:
Part 1: Understanding Autism in the Classroom
Part 3: Incorporating Strategies and Supports for Students with Autism in the Inclusive Classroom
Target Audience
Teachers (Grades K to 12)
Also Recommended For
Instructional/ Learning Coaches; Inclusive Learning Teachers; Educational/Instructional Assistants