Learning how to work closely with parents of children with special educational needs and fostering a positive relationship with them is essential. In fact, it can be as important as learning how to support the child. Here are five strategies to help you establish a trusting and collaborative relationship with parents…
Posts Tagged ‘Inclusion’
Managing classroom conflict is something that teachers have to practice on a daily basis and even the best teachers struggle to keep a bustling classroom under control at times. Kids are often especially volatile after a long summer – and this year they’ll be facing tumultuous changes to the classroom that will further disrupt order.
Challenging behaviour training and other resources are invaluable elements of any teacher’s ongoing training, but for now here are some strategies to help you manage challenging behaviour in the classroom.
Being a kid with autism is hard. Autistic kids have real struggles. Most of the time, they are bombarded with both verbal and body language messages that they are less than their “normal” counterparts. People around them tell them how lazy, bad, or unmotivated they are.
When they see their peers achieving their goals and they cannot even if they do their best, it might negatively affect their self-esteem. As a parent, there are lots of amazing ways that you can use to nurture self-esteem in kids with autism. The ideas that we are going to discuss are not only simple but also powerful. Let’s get started!
WEBINAR WORKSHOPS – Timing: Each session runs from 11am-1pm
Problem Solving series delivered by Colin and Elliot Newton, using the Zoom platform. Engage and learn in the comfort of your own setting as we explore a range of challenges. The content of the sessions will aim to provide fresh insights as well as practical strategies.
Dates are as follows…
For more details, click HERE
In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media.
Colin and Elliot Newton facilitated over 50 EPs and SEN practitioners in Bristol to create a shared vision and plan for increasing inclusion and the use of person centred planning processes across the city. This was part of a 4 session course on person centred planning.
Not many people have ever heard of it but the Diagnostic and Statistical Manual (DSM) 5, (American Psychiatric Association 2013) is used by paediatricians and psychiatrists world wide as an aid to diagnosis. In the DSM, ‘echolalia’ (immediate or delayed) is listed as a significant symptom leading to a diagnosis of autistic syndrome disorder (ASD). The DSM describes echolalia as an example of a repetitive pattern of behaviour that may include verbatim repetition of words, phrases or more extensive parts of dialogue or songs. The DSM says that these utterances do not appear to be relevant to the current situation. Echoing (echolalia) is seen as a symptom of an underlying condition, a sign that something is wrong.