[Deepening Quality and Building Momentum for the Future] SLARK’s August Professional Development Training for All Teachers

SLARK August Professional Development Training for All Teachers

In the field of rehabilitation education for children with autism, the professional teaching staff at rehabilitation institutions not only serve as the solid foundation of education and instruction but also act as the warmest and most steadfast guardians on the children’s journey of growth.

With the new semester approaching, to further enhance teaching quality and elevate the professional competence of the teaching team, on the morning of August 20, SLARK launched a six-day internal training program. Through this collective “recharge,” the team is building momentum and gaining the strength needed for the new semester.

The path of special education is built on professionalism. Faced with the complex and diverse rehabilitation needs of children with autism, only by continuously refining our teaching skills can we provide these children with more scientific and precise intervention and support. This internal training program focuses closely on the core aspects of daily instruction and draws on a wealth of real-world case studies from frontline teachers. It aims to efficiently and precisely address practical challenges in teaching, helping our teaching team take their professional skills to the next level.

This training program features a carefully designed, multi-dimensional curriculum that primarily covers:

· Activity-based instructional design

· Inclusive education with shadow teachers

· BCBA supervision: summaries and insights

· Parent communication strategies

· Executive function training strategies

For each topic, a variety of approaches—including the analysis of real-world case studies, on-site practical simulations, and interactive group discussions—have been employed to provide teachers with diverse pathways for deepening their professional competencies.

During the training session on activity-based instructional design, the instructor broke down the theoretical concepts step by step and applied them to real-life scenarios, integrating life skills into daily lesson plans—a process that holds irreplaceable significance for the future development of the “Star Children”

When discussing the practical experience of shadow teachers, the instructor emphasized that the role of a shadow teacher should be primarily supportive—acting as a “shadow” rather than a “crutch.” They should facilitate campus integration and help students generalize interpersonal and social skills learned in the classroom. The instructor also provided an in-depth explanation of the essential tools and support methods needed before class.

During the training session on executive function training strategies, the instructor focused on explaining the concepts, classifications, and assessment methods of executive functions. Particular emphasis was placed on training methods and curriculum design for the three core executive functions—inhibitory control, task flexibility, and working memory—providing new perspectives and directions for the rehabilitation training of children with autism and ADHD.

Deeply committed to special education, we forge ahead with determination. Education has no endpoint, and growth knows no bounds. This internal training served not only as a systematic review and refinement of teaching skills but also as an efficient “refresher” to help teachers address their weaknesses and enhance their professional competence.

A new chapter has begun. With even stronger professional competence and greater educational passion, all teachers at SLARK will accompany every “star child” on their journey with confidence.