Arizona Autism Charter Schools的动态

In this episode, Clare talks to Dave Smallwood, Principal Team Teach trainer and Director at SENse Training and Consultancy, about staff retention in education. They explore some of the reasons behind the recruitment and retention crisis in schools, and discuss the importance of creating a culture of support for all, including students, leaders, teachers and support staff. Dave has worked in special schools, for both the local authority and the National Autistic Society, and has extensive experience of supporting young people with complex special educational needs and disabilities. As a staff development co-ordinator for the National Autistic Society, he developed and delivered training in autism, and equality, diversity, and rights Listen Now: https://lnkd.in/dYf5V6Si

Clare County Council through the Clare Autism Aware programme are delighted to support an inclusive university- school-community initiative in collaboration with St Joseph’s Secondary School, Spanish Point, Mullagh National School, Clare Sports Partnership, Dr Susan Crawford of GetAutismActive.com and MTU Tralee. The initiative sees neurotypical and autistic students participating in fundamental movement programmes together to develop skills together while also promoting inclusion. Another output from the Clare Autism Aware programme has been the publication of the Communication Boards Guide and Inclusive Playgrounds Advisory Report to assist in the guidance and delivery of inclusive Playgrounds.

Creating safe spaces at school can make a world of difference for Black autistic students. Work with teachers to identify areas where your child can retreat if they need a break from social interactions. Open communication about these needs helps ensure they feel supported and secure. What strategies have you used to create a safe space for your child? Share your experiences! #SafeSpaces #AutisminBlack #AutismSupport

During an autism program group session that I attend, a question they had made me think of a very underrated skill to have: being the resource. Being a resource is a skill that's just as, if not more beneficial to have than using a resource. And I've learned that through all the executive board positions that I've had over the years. Whereas you exercise self-advocacy by using your resources, you exercise teaching and leadership through being the resources. How do you be a resource for others? Let's comment down some tips ??

?? We’re thrilled to share that AI-Learners is growing within Montgomery County Public Schools! ?? We first launched with Longview School in 2024, and after seeing great engagement, we are now expanding to multiple schools across the district, including: ? Bethesda Elementary ? MCPS Autism Program ? Laytonsville Elementary ? Kensington Parkwood Elementary ? Rock View Elementary ? Mill Creek Towne Elementary This expansion is a testament to the impact of AI-driven personalized learning for students with disabilities. Our mission is to make math and literacy accessible, engaging, and effective for every student, and we’re grateful for the opportunity to support more teachers and students in MCPS. ?????

Seclusion rooms have been and continue to be a practice at schools across the country for years. But it was this quote that really disheartened me. “Some students at … went straight from the school bus to the seclusion room, which staff members referred to by the names of the students who used it: “‘Oh, that’s such-and-such’s room.’” Quattlebaum said school staff explained to the district that they were trying to “get ahead” of the students’ behavior “so everyone else can have a good day.” How would you feel if your child was secluded all day, every day, even before any trigger, escalation, or de-escalation occurs. This is LAZY and UNJUST. Every day is a new day to try to reach and best support children. Now imagine how often black boys with disabilities are shunned into these rooms, so that they don’t have to be dealt with. Have you ever heard of seclusion rooms? Link to article: https://lnkd.in/evjudf4r If you’re interested in learning behavior management strategies specifically for students with disabilities, be sure to watch the webinar and grab the free resources. https://bit.ly/4aEeIVl

In this episode, Clare talks to Dave Smallwood, Principal Team Teach trainer and Director at SENse Training and Consultancy, about supporting biting and hitting behaviour with early years children. They explore some of the underlying reasons for biting and hitting, and suggest different ways to support young children. Dave has worked in special schools for both the local authority and the National Autistic Society, and has extensive experience of supporting young people with complex special educational needs and disabilities. As a staff development co-ordinator for the National Autistic Society, he developed and delivered training in autism, and equality, diversity, and rights Listen Now: https://lnkd.in/d3d3K5XW

My colleagues and I had the pleasure of meeting with some amazing programs in Richmond, VA! During one of our visits, we discussed how we support children with special needs. Here at Teaching Strategies, we have a powerful ecosystem that connects curriculum, assessment, family engagement, and professional development to support children with special needs. ? Our curriculum provides meaningful, individualized, developmentally appropriate learning experiences for children with disabilities. ? Our assessment embeds authentic, observation-based formative assessment that informs a child’s Individual Education Program (IEP). ? Our professional devilment provides all teachers the support they need to create the least restrictive environment for children with disabilities. ? Our family engagement solutions create seamless transitions for children from home to school by building relationships with their families.

To build truly inclusive workplaces, we have to start early—really early, as in elementary school. Over the past few years, many organizations have made strides toward becoming more inclusive for individuals with neurological differences, such as Autism. These efforts aren’t just the right thing to do; they’re also smart business moves. Our future workplaces, communities, and society depend on our ability to foster inclusive learning environments today. That’s why I’m running for a seat on the Cambrian School District Board—because creating inclusive organizations starts with how we shape early education (elementary school). As some of you may know, my 6-year-old daughter, Emilia, has moderate autism. Through our journey, I’ve seen firsthand how different the learning opportunities can be for neurodivergent children, even in the best school districts. This needs to change, and I’m committed to being part of that change.

Did you know that in South Carolina almost 70% of students with disabilities (SWD) spend 80% or more of their day in the general education classroom? We know that to improve outcomes for students with disabilities, both general and special education teachers must utilize high-leverage practices (HLP) in their classrooms. Check out this crosswalk between the expectations in our 4.0 for teachers and the high-leverage practices. There are resources for implementation and leadership guides to facilitate implementation in all classrooms. You can view this resource at https://lnkd.in/erM7gCNH