Fintan O'Regan

Fin is one of the leading behaviour and learning specialists in the UK. He trained as a secondary Science and PE teacher after studying Zoology and Genetics at Sheffield University and remains fascinated by the impact of nurture and nature on human development.

If you are interested in any of Fintan's INSET courses please fill out the Consultant enquiry form within the inset page or contact the office on 01672 512914 for further details and availability.

Fin is one of the leading behaviour and learning specialists in the UK. He trained as a secondary Science and PE teacher after studying Zoology and Genetics at Sheffield University and remains fascinated by the impact of nurture and nature on human development.

He was the Headmaster of the Centre Academy School, regarded as the first specialist school within the UK for children with ADHD/ODD from 1996 -2002. Prior to this he was a Deputy Head, Head of Department and Science/PE teacher in schools in London, Newcastle and Washington DC. Throughout this period he worked with a range of students and parents and this experience has helped to develop a balanced perspective of the issues facing schools, teachers and families regarding behaviour and learning differences.

The SF3R behaviour and learning model developed by Fin forms the principles of his approach regarding proactive short term and long term solutions to behaviour and learning success as “although it is true that no 2 two children are the same, structured and flexible systems and strategies will yield similar successful outcomes”.

He is currently a behaviour and SEN consultant for the Specialist Schools and Academies Trust (SSAT) and an associate Lecturer for Leicester and Brunel Universities, the National Association of Special Needs (NASEN) and the Institute of Education.  He is also an Educational Consultant for ADDISS and the chairman of the European ADHD Awareness Taskforce.

Challenging Behaviour

This presentation will outline a range of successful strategies and approaches to manage the behaviour and learning needs of children and young persons. Developing a range of rules and rituals for learning complimented by personalised problem solving approaches will be outlined through application of the SF3R behaviour and learning model. Building rapport, trust and pride will be central in providing change management of disaffected, demanding and defiant learners.

Target Audience/Age group of pupils

All ages, KS2 – KS4+

The Curious case of ADHD and ASD

Attention Deficit Hyperactivity Disorder and Aspergers Syndrome are terms used to describe specific symptoms that are associated with a range of learning, social, emotional and behavioural difficulties. In truth individuals affected by ADHD and AS often have a number of overlapping issues. Understanding the range of symptoms, early intervention and proactive management systems are the key elements in supporting individuals concerned in school, with peers and families.

Target Audience/Age group of pupils

KS2 – KS4

The Bully, the Victim and the Bystander

Bullying blights many lives. This presentation will look at the issue of bullying from the perspective of the bully and the victim and will consider the responsibility of the bystanders. We will also look at the impact of bullying of children within the SEN spectrum and consider a range of anti-bullying policies and strategies in order to respond to this issue.

Target Audience/Age group of pupils

KS1 – KS3

No Two Children the same

An obvious statement, however some are more different and demanding than others. This presentation will explore some of the risk factors that result in non traditional learners and demystify a host of SEN terms including ASD, ADHD, BD, CD and ODD as well as a range of environmental factors. Key management options will be outlined to respond to these issues in terms of Structure, Flexibility, Respect, Relationships and Role Models. 

Target Audience/Age group of pupils

KS2 – KS4

The language of learning

How to get the best out of more challenging learners will not be as a result of a specific school, particular curriculum course or all the best multi-media resources in the world. The key will always be ‘people skills’ in reaching and teaching disaffected, disruptive and even defiant learners. Communication is king in developing proactive rapport, respect and relationships. This presentation will explore teacher style and substance, identifying strategies and techniques to infuse and diffuse specific situations.

Target Audience/Age group of pupils

KS2 – KS4

The “M Factor”: Mood and Motivation Management

It’s not behaviour management and it never has been. It is mood management, Success in behaviour and learning are all about motivation, desire and generating a proactive learning mood. This presentation will consider the issues of mood and motivation reviewing key behaviour management and teaching skills, the language of learning, the power of praise and creating whole class positivity.

Target Audience/Age group of pupils

KS2-KS4

Girls & Boys : Equal but Different

During the past decade there have been a huge number of studies into the differences of brains between men and women. This course will explore the science, environmental and societal factors to consider the implications for learning and development of children and young persons.

Target Audience/Age group of pupils

KS1 –KS4

The Power of Parents

Yes, some parents can be tricky but when you consider the whole child, failure to consider the parents especially in the education of a learner who may be underachieving or failing in school is a neglect of duty of care. How can we achieve every child matters without making sure that every parent/carer matters too? Failure to engage the parents in the education of the child will usually mean that the child will fail at some time in the educational system. Parents have the power, we have the process and purpose. We need to work towards establishing a proactive relationship with parents and carers to help those most at risk from failing in our schools.

Target Audience/Age group of pupils#

KS2 – KS4

O’Regan F (2006) Challenging Behaviours: Teachers Pocketbooks
A popular and best selling edition in the Teacher Pocket Book series this product demystifies and explains the key principles of management of 3 misunderstood conditions; Attention Deficit Disorder (ADHD), Oppositional Defiant Disorder (ODD) and Conduct disorder(CD). Brimming with examples of case studies and good practice the book introduces the 5Ps of marketing good behaviour; Price, Product, Place, Promotion and People.

O’Regan F (2005) ADHD : Continuum International
This book outlines the impact of ADHD on schools, the home and society. The diagnosis process and the range of the tools for assessment are clearly explained yet the focus of this 2nd edition publication is on intervention strategies. Chapters explaining the key principles of educational, behavioural, socialisation and multi-agency solutions to everyday problems provide a source of inspiration to busy teachers and supporting professionals.

O’Regan F (2002) How to teach and manage children with ADHD: LDA a division of McGraw- Hill
A highly practical best selling publication with a number of excellent resource materials included. The book is inundated with a number of anecdotes and key tips and makes this an enjoyable and informative approach to a difficult and controversial topic. The front cover illustration is supported by many others which illuminate the words and the stories.

O’Regan F (2006) Troubleshooting Challenging Behaviours: Continuum International
Social, Emotional and Social Difficulties are one of the biggest features facing teachers in schools today. This guide will challenge and revolutionize current thinking on behaviour management breaking it down to those that can’t learn but want to, those that won’t learn but might and those that don’t seem to care. This Book introduces the SF3R (Structure, Flexibility, Respect, Relationships and Role Models) model of management and introduces a unique contract template especially designed for students with SEBD.

O’Regan F (2008) The Small Change 2 BIG DIFFERENCE series Hyperactive, Inattentive and Disorganised: Special Direct
This series of small books geared for both Primary School teachers and Parents clearly shows how adapting to situations with a proactive response can make huge changes to outcomes.
Hyperactive:  Dealing with Fidgeting to the use of Medication, this book covers a range of issues in less than 32 pages.
Inattentive: Dealing with one of the key learning difficulties, practical advice is offered to a range of situations.
Disorganised: From organising the brain to organising your book bag, nothing is left to chance in this the most popular book in the trilogy.

O’Regan F (2005) Surviving and Succeeding in SEN; Continuum International

Detailing the symptoms and strategies of a range of conditions from ADHD to Williams Syndrome, this book is both a key reference for SEN and a resource for management. This easily accessible book both lists and outlines symptoms and strategies in a way that is both informative and innovative. 

Cooper P and O’Regan F (2001) EDUCATING children with ADHD: Routledge Falmer Press
An award winning book this clearly explains the ADHD condition and the range of multi-modal options available. Parts 1 and 2 focus on key principles and support mechanisms while Part 3 outlining seven case studies of different children with co-morbid features displays the wealth of experience and expertise of the authors.    

 “I have attended many of Fin’s workshops and courses on a wide variety of topics and each time came away with many excellent new ideas. Fin’s enthusiasm is infectious, making course members feel confident and eager to employ his strategies in their workplace. He is also very affirming and listens to the experiences of group members celebrating successes and supporting those experiencing difficulties. He has a natural flair for making group participants feel at ease, thus ensuring everyone is happy to contribute. His genuine warmth and his passion for ensuring pupils with a wide range of SEN experience success is evident in all he does. He is able to bring groups formed of members with a wide range of work experience and backgrounds to work together harmoniously capitalising on the differences and helping them discover many shared areas of interest. His presentations while containing a great deal of valuable information are always entertaining. He has the ability to gauge the mood of his audience and utilises a repertoire of skills to keep their attention. The use of practical experiences from his time in school to illustrate points in his presentations gives his work a credibility often lacking with many speakers and consultants. Fin’s wealth of published work is rich and varied and while scholarly in content is also entertaining and engaging. Working with trainee teachers I recommend all his texts to students, particularly to those experiencing difficulties while on placement”.

Bev Forrest, Associate Principal Lecturer/ Admissions, Tutor
Primary Education, Leeds Trinity University College

“We had the opportunity of receiving several excellent training sessions from Fintan. They are always very relevant, thought provoking and enjoyable. All staff leave with some practical solutions to use within the classroom. He has tried and tested strategies and should be part of every schools’ INSET programme – a brilliant practitioner and speaker – someone we would highly recommend”.

Su Cope – Assistant Headteacher / Outreach Coordinator – Carwarden House Community School (Special Education)