Kaja Jachimska, MA

• Psychology – School of Social Sciences and Humanities
• Pedagogical preparation for the teaching profession – Pedagogical College of Social Sciences

Children from the age of 1.5 to adolescence with developmental challenges:

• cerebral palsy,
• intellectual disabilities,
• rare diseases,
• genetic disorders,
• contextually inappropriate behaviour,
• children with complex communication needs.

As well as:

• those interested in taking the Stanford Binet-5 intelligence test,
• consultation for diagnosis on the autism spectrum,
• building individual communication systems (AAC) for people of all ages.

Polish language

• Visual Functioning of a Child with Multiple Disabilities and Working in a Therapeutic Cabinet (Anna Jarosz
• A study of alternative and assistive communication (Monika Jerzyk)
• Communication strategy – components and the process of creation (Monika Jerzyk)
• How to plan the process of supporting the communication development of AAC users? (Alina Smyczek)
• The active model in communication strategies and play (Gadatek -M onika Jerzyk)
• A model for using AAC in the educational practice of schools and families with children with complex communication needs (Dr Magdalena Grycman)
• The “dictionary” language system: idea, construction, and personalisation. Supporting language development for AAC users
  Certified training “TUS trainer for children and adolescents”
• Training: Education of non-speaking students using alternative and assistive ways of communication (Alina Smyczek)
• VB-MAPP – skills assessment and therapy planning
• Training: Alternative and assistive ways of communication for non-speaking people (Alina Smyczek)
• Course “How to work with parents of a disabled child?” (Jacek Kielin)
• Conference “Badabada” – early detection programme for autism
• Hand therapy: diagnosis – therapy – massage – 1st and 2nd degree
• In-house training:
  • PECS – teaching strategies and error correction strategies, key aspects of phase I and II;
  • Self-control and challenging behaviour;
  • ESDM – presentation of the questionnaire;
  • TEACCH programme in working with a child with autism;
  • VB-MAPP – familiarisation with the tool.
• Application of the PEP-3-PL Test: participation in the project of adaptation and validation of the PEP-3-PL Test.
• Conference “To tame autism – origins and support for families with autism”.
• AAC – Auxiliary and Alternative Communication – advanced level
• Training “Social Skills Training”
• AAC – Augmentative and Alternative Communication – basic level
• PECS training – level I
• W. Sherborne Developmental Movement Method
• Training “Thematic Apperception Test”