This course is particularly suitable for:

• Primary and post-primary teachers (mainstream and SEN)

• Special education teachers and SET teams

• School leaders supporting behaviour and inclusion

• Early years educators and preschool practitioners

• Psychologists, occupational therapists, and allied professionals working in education settings

• AIM support workers, SNAs, and classroom support staff

It is ideal for professionals who:

• Want practical, evidence-informed approaches to behaviour support

• Are supporting pupils with additional needs, neurodiversity, or emotional regulation challenges

• Wish to strengthen inclusive classroom practice

• Are interested in linking behaviour support to SSE processes

• Are looking to reflect on and improve their current approaches in a structured and supportive way

Whether you are experienced or newer to this area, the course is designed to be accessible, practical, and directly relevant to your day-to-day work.

Access to the Programme
This course is designed to be accessible to professionals working across education, early years, and support services. It combines structured onsite learning with flexible online modules, allowing participants to engage with content in a way that fits alongside professional commitments.

The blended format supports both collaborative learning and individual reflection, with clear guidance provided throughout the programme.

Entry Criteria
This course is open to individuals working in, or preparing to work in, relevant education, health, care, or support settings.

It may be particularly suitable for teachers, psychologists, occupational therapists, preschool educators, AIM support workers, SNAs, and related professionals.

Learners should have an interest in inclusive practice and behaviour support, along with a willingness to engage in reflective professional learning. Current professional experience in a classroom or support setting will support engagement with course activities.

English Language Requirements
Learners should have a good standard of English to participate fully in the course and engage with course materials. If English is not your first language and you are unsure whether this course is suitable for you, please contact hello@forustraining.ie for guidance.

IT Skills and Equipment Required
Learners will need:

• Basic computer literacy

• A laptop or desktop computer

• A reliable internet connection

• Ability to access videos, PDFs, and online learning materials

• Word processing tools for completing assignments

• A modern web browser

For online components:

• Access to Zoom or an equivalent platform

• A working microphone and speakers/headset

• A webcam, where participation requires it

Reasonable Accommodation
Forus Training is committed to supporting learners to participate as fully as possible in their course. Learners who may need reasonable accommodation or additional support are encouraged to contact their Course Advisor as early as possible so that appropriate supports can be discussed.

What You’ll Learn

The course is structured across blended learning days and modules, combining onsite workshops with guided online learning and classroom application.

Key areas include:

• Understanding behaviour as communication

• Environmental and instructional influences on behaviour

• Introduction to the ABC (Antecedent–Behaviour–Consequence) framework

• Structured observation and data-informed decision making

• Identifying triggers and maintaining factors

• Designing proactive and preventative classroom supports

• Reinforcement systems that preserve pupil dignity

• Prompting strategies and gradual fading of supports

• Teaching replacement skills and supporting engagement

• Inclusive approaches for pupils with additional needs and neurodiversity

• De-escalation and preventative strategies

• Evaluating impact and measuring success

• Aligning behaviour support with the SSE cycle

Participants will engage in:

• Case scenario analysis

• Behaviour observation tasks

• Strategy design workshops

• “Try it tomorrow” classroom implementation activities

• Peer discussion and feedback

• Reflective practice and learning logs

Learning Outcomes
By the end of this course, participants will be able to:

• Develop understanding of key principles influencing behaviour in classroom settings

• Explain behaviour using an inclusive, environmental lens

• Conduct structured observations using the ABC framework

• Identify triggers and maintaining factors influencing behaviour

• Explore practical approaches to proactive classroom management

• Design inclusive behaviour support strategies aligned to pupil needs

• Build confidence in using reinforcement, prompting, and preventative systems

• Reflect on the impact of strategies implemented in their own setting

• Identify strategies to support pupils with additional needs and barriers to participation

• Strengthen knowledge of SSE-aligned behaviour improvement planning

Assessment & Support

This course uses a practice-based, formative approach to assessment. There is no formal examination.

Participants will complete:

• Six structured assignments linked to classroom practice

• Behaviour observation and analysis tasks

• Strategy design and implementation activities

• Reflective evaluation exercises

• Participation in moderated discussion forums

Facilitators provide:

• Clear guidance and success criteria

• Constructive, application-focused feedback

• Ongoing support throughout the learning process

• Moderation of discussions to encourage meaningful professional dialogue

Engagement is monitored, and participants are supported to remain on track throughout the course.

Learner Welfare
At Forus Training, we aim to create a positive, inclusive, and respectful learning environment.

Our team is available to support learners throughout their learning experience, and we encourage participants to reach out if they need guidance in relation to course participation, access, or learning support.

Supports for Learners with Disabilities and Specific Learning Difficulties
Forus Training is committed to inclusive learning. Supports may be available to assist learners with disabilities or specific learning difficulties, depending on individual needs and course requirements.

Learners are encouraged to contact their Course Advisor in advance to discuss how we can best support their participation.

Career Opportunities

This course forms part of a wider continuing professional development journey in inclusive education and behaviour support.

It may complement further training in areas such as:

• Special educational needs and inclusion

• Emotional wellbeing and regulation

• Neurodiversity-informed practice

• Classroom management and engagement strategies

• School Self Evaluation and improvement planning

Fees & How to Apply

Please contact Forus Training directly or visit our website for the most up-to-date information on course fees and application procedures.

Employers and organisations interested in group bookings or tailored delivery options are also welcome to get in touch.

Terms and Conditions

• Places are allocated on a first-come, first-served basis

• Full payment or funder/employer approval is required prior to course commencement

• Cancellations must be made in writing

• Fees are non-transferable unless otherwise stated

• Course dates, times, or delivery arrangements may be updated if required

• A minimum number of participants may be required for the course to proceed

Delivery

Blended learning (onsite workshops and online modules)