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 3: Incorporating Strategies and Supports for Students with Autism in the Inclusive Classroom
Presented By
Terri DuncanSession Details
| Date | Time |
|---|---|
| April 20, 2020 | 1:00 pm to 4:00 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 3: Incorporating Strategies and Supports for Students with Autism in the Inclusive Classroom
Parts 1 and 2 of this series gives educators many strategies and ideas to support students with Autism, but what does this look like in the inclusive classroom? There are often many other factors, including planning for diverse learning needs and how to meet curricular demands that a teacher needs to consider. This session explores ways the adults supporting students with Autism can encourage regulation, communication and independence through the application of elements of Universal Design for Learning. This session aims to demonstrate how many “Autism specific” strategies can be worked into a regular classroom management model and routine to benefit all learner needs and allows teachers and educational assistants to feel confident in implementation without feeling overwhelmed with modifications and individualized planning.
*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 2: Expanding Engagement and Communication in Students with Autism
Target Audience
Teachers (Grades K to 12)
Also Recommended For
Instructional/ Learning Coaches; Inclusive Learning Teachers; Educational/Instructional Assistants