People are different – including in the way their brain processes perceptions and information. The term neurodiversity describes this neurological diversity as part of human diversity. Some children are ‘neurodivergent’ – they perceive the world differently and process it differently, for example children with ADHD, on the autism spectrum or with FASD. These children have particular needs, but also strengths – and they have a right to participation, appreciation and suitable support (inclusion). This course conveys an appreciative, strengths-based basic stance towards neurodiversity, a basic understanding of ADHD, autism and FASD, the clear role of the day-care centre (Kita) (observing and supporting, not diagnosing), practical ways of providing inclusive support (structure, protection from sensory overload, communication), cooperation with parents and specialist services, and the importance of participation and self-care.
Course objectives:
- Understand the term neurodiversity and an appreciative stance
- Gain a basic understanding of ADHD, autism and FASD
- Clarify the role of the day-care centre: observing and supporting, not diagnosing
- Support neurodivergent children in a strengths-based and inclusive way
- Adapt everyday life (structure, protection from sensory overload, communication)
- Work together with parents and specialist services; enable participation
- Deal with challenges and take care of yourself
Scope: 12 modules of about 45 minutes each (approx. 12 teaching units of 45 minutes each, about 9 hours).
E-learning flat rate · Self-study library
This course is part of the self-study library
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Become a member now →Self-study without supervision, assignments or assessment of learning progress by instructors; the voluntary self-reflection is for your own orientation only. Your confirmation of participation becomes available once you have marked all modules as done yourself.