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Structured TEACCH*ing for people with Autism Spectrum Disorder

Lee M. Marcus, Ph.D.

Dr. Marcus is Director of Training with the TEACCH® Autism Program. He is the former Clinical Director of the Chapel Hill TEACCH Center where he oversaw diagnostic, treatment, and consultation services for children, adolescents, and adults with autism. He is also a Clinical Professor in the Department of Psychiatry at the UNC School of Medicine. Nationally and internationally, he leads seminars, workshops, and training sessions for professionals on various topics in autism. Dr. Marcus has written extensively on issues in assessment, program development and working with families.


Rare opportunity in Europe / after 11 years again in Slovenia


WHERE? Ljubljana (the exact location will be known later)


WHEN? 7th and 8th October 2016


SUITABLE FOR: Parents of individuals with Autistm Spectrum Disorder

                              Professionals who work with individuals with Autistm Spectrum Disorder

                                        (regardles the age and level of functioning)



Lecturers are renown specialists from Chapel Hill TEACCH Center from University of N.Carolina USA:




Janet Martin has worked as an Autism Specialist at the Chapel Hill TEACCH Center for 28 years. Prior her work with TEACCH, she taught special needs preschool and adolescent students. As an Autism Specialist, Janet works as part of a clinic team to provide ASD specific assessments which include interviewing parents, teachers, and service providers, as well as direct testing of children and youth. In addition, she conducts weekly Parent/child Teaching Sessions which demonstrate components of Structured TEACCHing for families and caregivers. Janet has been part of TEACCH training teams throughout the United States and across the world.


  • Learning Characteristics in Autism

  • the Structured TEACCHing model (structuring the physical environment, daily schedules, activity lists, tasks and curriculum)

  • Helping Families

  • Behavior Management


Seminar will be held in English language.




  • Early submission

  • Regular price (after 1.8. 2016 until 31.9.2016) = 350 EUR

  • Payment from 1.10.2016 = 400 EUR

We held the right to change the price.


Discounts for Institutions and multisubmissions:

  • 3 participants = 10% discounts

  • 4+1 = pay for 4, one attends free

         Discounts are mutually exclusive!

Price includes 2 days attendance, refreshments and material per person

Attendance certificate available (only to those who participate full 16 hours).

We can help you organise your accomodation if required.




20 of first applicants (parents) have an exclusive opportunity to attend the Evening Session with both lecturers where you will be able to ask questions on the topic.


Mark this option in the application form.



We require 14 days cancellation notice prior to the course.  We will refund your money, except manipulative costs (50 EUR).

You can send someone instead of you - but must let us know 24 hours prior beginning of the seminar.

In the case of course cancellation, all enrolled participanst are notified by email and given a full refund of the course fee.

Click on the arrow for the application form:












*TEACCH - Treatment and Education of Autistic and related Communication handicapped CHildren is an evidence-based service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders.

TEACCH was developed at University of North Carolina (UNC) Chapel Hill in the early 1970s by Eric Schopler and colleagues.

There are currently 9 TEACCH centers located across North Carolina. The TEACCH method has also been adopted and implemented by teachers across the country.


The TEACCH method can be implemented in any school setting, but it most often implemented in self-contained special education settings.


TEACCH methods are based on the premise that people with autism are predominantly visual learners, so intervention strategies focus on physical and visual structure, schedules, work systems and task organization. Individualized systems aim to address difficulties with communication, organization, generalization, concepts, sensory processing, change and relating to others.


TEACCH® Autism Program developed the concept of the “Culture of Autism” as a way of thinking about the characteristic patterns of thinking and behavior seen in individuals with Autism Spectrum Disorders (ASD).



  • Relative strength in and preference for processing visual information (compared to difficulties with auditory processing, particularly of language)

  • Frequent attention to details but difficulty understanding the meaning of how those details fit together

  • Difficulty combining ideas

  • Difficulty with organizing ideas, materials, and activities

  • Difficulties with attention. (Some individuals are very distractible, others have difficulty shifting attention when it is time to make transitions)

  • Difficulty with concepts of time, including moving too quickly or too slowly and having problems recognizing the beginning, middle, or end of an activity

  • Communication problems, which vary by developmental level but always include impairments in the social use of language (called “pragmatics”)

  • Tendency to become attached to routines, with the result that activities may be difficult to generalize from the original learning situation and disruptions in routines that are upsetting, confusing, or uncomfortable

  • Very strong interests and impulses in engaging in favored activities, with difficulties disengaging once engaged

  • Marked sensory preferences and dislikes.


TEACCH developed the intervention approach called “Structured TEACCHing”, which is based on understanding the learning characteristics of individuals with autism and the use of visual supports to promote meaning and independence.




  • Understanding the culture of autism

  • Developing an individualized person- and family-centered plan for each client or student, rather than using a standard curriculum

  • Structuring the physical environment

  • Using visual supports to make the sequence of daily activities predictable and understandable

  • Using visual supports to make individual tasks understandable



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