15 December 2020, 12 – 1.15pm
TCES are excited to announce a seminar and Q&A session delving into the world of attention deficit hyperactivity disorder, autistic spectrum disorder, and the overlap between them, to be led by author, consultant, and lecturer Fintan O’Regan.
ADHD and ASD describe specific symptoms generally associated with a range of learning, social, emotional and behavioural difficulties; however, this event will explore how individuals affected by ADHD and ASD often have several overlapping issues.
Areas to be discussed in this talk include:
- ADHD and ASD demystified in terms of key traits and not labels
- Girls and boys and traits of ADHD and ASD
- Introduction of the SF3R learning, behaviour and socialisation support and management model
- Structure and Flexibility in Learning and Behaviour and Socialisation issues
- Rapport, Relationships and Resilience in supporting effective communication
- Partnership with parents and carers of children with ADHD and ASD
Following the talk will be a Q&A session with Fintan O’Regan led by Thomas Keaney and David Coulter.
This event is expected to last 1 hour and 15 minutes.
Fintan O’Regan, BSc, PGCE, MA
Fin O’Regan was the Head teacher of the Centre Academy from 1996 -2002, the first specialist school in the UK for students between the ages of 7-19, specialising in issues related to ADHD, ASD and ODD.
He is an associate lecturer for Leicester University, the National Association of Special Needs, the Institute of Education, the Helen Arkell Dyslexia Centre and the former Vice Chairman of the UK ADHD Network and of the European ADHD Alliance.
He has written a number of books and published articles on the subject of ADHD, ODD and a range of Learning, Behaviour and Socialisation issues.
Fin now works as trainer and consultant both nationally and internationally with regards to supporting schools, children and families with SEND and behaviour issues.
TCES’ Founder and Chief Executive Thomas Keaney is a Qualified Social Worker with a Post Graduate Diploma in Therapeutic Child Care. He has 30 years of management experience in adults and children’s services, both in the public and private sector in London and New York.
Thomas has managed TCES from its inception in November 1999 as a Social Care company, to its transition into the niche market of therapeutic education for pupils with Social, Emotional and Mental Health (SEMH) needs and/or an Autism Spectrum Condition (ASC). The company has evolved in its focus over the past 20 years from an initial provider of alternative education services to one of the larger providers of Independent Schools’ education in London.
Thomas says: “TCES has inclusion at its heart through a number of unique focuses: Therapeutic education, Group process, Pupil leadership and L.I.F.E programme, the Arts, Pupil and Parent voice and participation and all delivered within the context of clear community values. The TCES Way is to deliver these focuses in the most forensic and dedicated way possible to ensure the best outcomes for children and young people. Future focuses will include our Integrated, Systemic, Milieu Therapy (ISMT), our Step-down programme, our Home Learning division, our pupil entrants to employees programme, an intensive focus on family support and a focus on Care Experienced pupils.”
Thomas was shortlisted for the ‘Lifetime Achiever’ National Diversity Award in September 2019 and In October 2019, Thomas was awarded the ‘SEND Leader of the Year’ by nasen (National Association of Special Educational Needs).
As Therapy Lead and Senior Occupational Therapist for TCES, David’s focus is on supporting the organisation’s integral therapeutic provision of SALTS, OTS and Creative Art Therapies across all four schools and services. Throughout his career he has been passionate about working closely with children and adults with different needs, in order to impact their lives in a meaningful way.
His vast experience includes working with individuals with a wide range of Neurodevelopment, Social and Mental Health needs within a wide range of settings, including schools, colleges, independent living, community and in-patient hospitals. David is very enthusiastic about working within schools with young people and the adults who support them, in particular supporting the sensory needs of pupils. His aim is to support each TCES pupil on their journey to achieving their full potential, using integrated systemic practice to create a therapeutic milieu that has real impact and meaning in the young person’s day to day life.
David’s key focus is on developing services that reflect best practice guidelines, whilst holding people at the centre. He believes that the systems that support service users are a key component in an effective therapy service.