Date:     Monday 13th, 20th & 27th April 2026
Time:     7.00 - 8.30 pm
Venue:  Online via Zoom

Target Audience: Primary Teachers and SNAs

Session 1: Understanding Neurodivergent Students - Monday 13th April 2026

This session would focus on:

• Understanding neurodiversity
• Understanding the nervous system
• Knowing who to refer to and who can offer support
• How to set up your classroom to support neurodivergent children
• A list of sensory equipment (most cost-effective and practical supports)

Session 2: Understanding Behaviour Through A Sensory Lens - Monday 20th April 2026

This webinar explores how to understand behaviour through a sensory lens. By shifting the focus from “managing behaviour” to recognising what behaviour is communicating, teachers and SNAs can develop more compassionate, effective responses to dysregulation.

Through real-life examples and teacher survey insights, this session will:

• Highlight how sensory needs and dysregulation present in the classroom.
• Explore the difference between “loud” and “quiet” behaviours, and why all expressions of distress are valid.
• Provide practical strategies to support both students and staff in real time.
• Encourage reflection on compliance-based strategies and their impact on student wellbeing.

Session 3: Using Energy Meters in the Classroom - Monday 27th April 2026

This session will introduce energy meters as a simple, neuroaffirmative way to understand and support children in the classroom. We’ll look at how behaviour reflects nervous system needs, how to spot early signs of dysregulation, and how to respond without increasing pressure. You’ll gain practical ideas for whole-class energy check-ins, supporting transitions, and creating a safer, more predictable environment for all learners.

Across all sessions, there would be an emphasis on supporting PDA’ers, Gestalt Language Processors, and recognising the vital role of SNAs. I would also incorporate lived experiences from autism class teachers and SNAs, while grounding the series in a child-led, neuroaffirmative approach to learning.

Bio of Presenter: Sorcha Rice

Sorcha Rice is a Senior Occupational Therapist with a Masters in Occupational Therapy from the University of Limerick. She has extensive experience supporting neurodivergent children and young people in clinical, educational, and community settings. Sorcha is also autistic with a PDA profile, and draws on both professional expertise and lived experience to deliver training that is deeply informed, practical, and compassionate.

She specialises in child-led, trauma-informed and neurodiversity-affirming practice, helping families, educators, and professionals to reframe behaviour through sensory, relational and environmental lenses.