Portage Curriculum for Continuing Professional Development(PCPD)

The courses, which are one or two days long, concentrate on using the Portage model within a particular curriculum area or for a group of children who have a specific special educational need. It is desirable that participants have completed the Portage Basic Workshop but not essential. Two places are usually reserved for parents who are receiving Portage.

Each module has a designated tutor team, which delivers the module through out the country. The courses are usually organised and administered by Regional Reps and/or Registered Services who make arrangements either through the NPA CADCO or the Chair of the Training and Monitoring Committee. The cost of materials and tutor fees are usually paid to the NPA from whom tutors receive their fee and expenses.

Currently the following modules of the PCPD are available:

• Working with Children who have Profound and Multiple Learning Difficulties (PMLD)
• Complex Social Communication Difficulties / Autism Spectrum Disorders (ASD)
• Understanding and Responding to Children's Challenging Behaviour (URCCB)

The outcomes of the three courses are given below:

PMLD

To enable participants to:

• explore definitions of the term profound and multiple learning difficulties
• consider the opportunities and challenges faced by this group of children and their families
• describe what is meant by a multi-sensory curriculum
• consider how a multi-sensory curriculum is used for children who have profound and multiple learning difficulties
• examine the Portage model and how it can be adapted to the special needs of the children in this group
• consider examples of more detailed checklists for children who have profound and multiple learning difficulties
• discuss the issues about loss and bereavement presented by this group of children

ASD

To enable participants to:

• examine the Portage model and how it supports meeting the needs of children with social communication difficulties: autism spectrum disorders
• consider the relationship between the Portage model and recent developments in early interventions for children with social communication difficulties
• understand the needs and individual differences of children with social communication difficulties
• plan home visits reflecting recent knowledge in ASD and develop appropriate methods of recording
• develop strategies for enhancing the communication, play, learning and behaviour of children with social communication difficulties

URCCB

To enable participants to:

• use a framework for better understanding challenging behaviour which is underpinned by Portage principles
• develop and use plans incorporating individualised proactive and reactive strategies based on a better understanding of the behaviour
• consider developmental and emotional factors in behaviour
• consider ethical issues in approaches to meeting the needs of children with challenging behaviour