In this 8-week course, specifically tailored for teens with autism, anxiety, and ADHD, our students will embark on a comprehensive journey designed to foster social skills and confidence in interpersonal interactions. Our curriculum is structured to meet the unique needs of each participant, ensuring a supportive environment where learning is both effective and engaging. By the end of this course, students will have achieved the following learning goals:

    Mastering Greetings and Conversation Starters: Students will learn the nuances of initiating interactions with peers, including appropriate greetings, eye contact, and how to start a conversation with confidence.

    Conversation Maintenance: Beyond initiating conversations, students will develop the ability to maintain engaging discussions, learning how to ask open-ended questions, show interest, and actively listen to others' responses.

    Reading and Responding to Social Cues: A crucial skill for any social interaction, students will learn to interpret both verbal and non-verbal cues, such as tone of voice, facial expressions, and body language, to better understand and respond to the emotions and intentions of others.

    Understanding Social Norms: Students will be able to identify and differentiate between expected and unexpected behaviours in various social contexts, enhancing their ability to navigate social situations more effectively.

    Emotional Regulation and Self-Control: Techniques for managing emotions and impulses will be taught, providing students with strategies to stay calm and focused in social situations, thereby preventing overreactions and fostering positive interactions.

    Conflict Resolution Skills: The ability to resolve disagreements and conflicts in a constructive manner is vital. Students will learn strategies for identifying the root causes of conflicts, communicating their feelings and needs calmly, and finding mutually beneficial solutions.

    Identifying and Building Friendships: This course will also focus on teaching students how to recognize the qualities of a good friend, how to be a good friend themselves, and strategies for building and maintaining friendships.

    Integrating Social Skills into Daily Life: Finally, the course will emphasize the application of these social skills in everyday life, encouraging students to practice and refine their abilities in a variety of settings, leading to increased confidence and social competence.

Through direct instruction, interactive activities, and practical exercises, this course aims to equip students with a toolkit of social skills that will benefit them not only during their teenage years but also as they transition into adulthood. Our approach is designed to create a positive and empowering learning experience, where students are encouraged to grow, explore, and achieve their full social potential.

Building on my extensive background in supporting learners with Autism Spectrum Disorder (ASD), I have also developed a deep expertise in assisting students with Attention Deficit Hyperactivity Disorder (ADHD). This expertise has been cultivated through dedicated study, professional development, and practical experience, enabling me to understand and address the unique challenges and strengths associated with ADHD.

My journey into specializing in ADHD support began with recognizing the overlap and distinctions between ASD and ADHD, prompting me to explore strategies that uniquely benefit ADHD learners. Through this exploration, I've engaged in specialized training programs and workshops aimed at understanding the neurobiological underpinnings of ADHD, as well as the most effective educational and behavioural strategies to support these learners.

This training has equipped me with a comprehensive toolkit for helping students with ADHD improve their focus, organization, time management, and study skills. I have learned to apply a variety of instructional strategies that are tailored to the high energy levels, creativity, and sometimes impulsive nature of students with ADHD. These strategies include but are not limited to, incorporating movement and physical activity into learning, using visual aids and hands-on materials, breaking tasks into smaller, manageable steps, and employing technology and apps designed to enhance focus and organization.

In my practice, I have had the opportunity to apply these strategies in one-on-one tutoring sessions and within classroom settings, witnessing first-hand the positive impact they can have on students with ADHD. My approach emphasizes the strengths and potential of each learner, fostering a learning environment where students with ADHD feel understood, supported, and empowered to achieve their best.

Moreover, I am committed to ongoing professional development in the field of ADHD support. Just as with my work with ASD learners, I stay informed about the latest research, techniques, and technologies that can assist students with ADHD. This commitment ensures that my teaching methods are evidence-based, innovative, and tailored to meet the evolving needs of ADHD learners.

Through a balanced focus on both ASD and ADHD, I bring a holistic perspective to neurodiverse education. My goal is to create a learning environment that recognizes and celebrates the unique contributions of all learners, equipping them with the skills and confidence needed to navigate both academic and personal challenges. With a passion for supporting neurodiverse learners and a comprehensive foundation in both ASD and ADHD, I am dedicated to unlocking the potential of every student, helping them to achieve success and fulfilment in their educational journey and beyond.

Our course supports teens with ASD, ADHD, and anxiety by offering a structured, engaging, and supportive environment. We use visual aids, interactive activities, and stress management techniques tailored to each group's needs. 

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