Stages Learning的动态

Kickham Education Consultants (KEC) aims to become a premier provider of educational consulting services, specializing in special education, autism support, family and student advocacy, career counseling, professional development for students, educators, and institutions, as well as strategic planning for schools. Our mission is to empower individuals with diverse learning needs, support families in navigating educational systems, and guide organizations toward achieving their academic and professional goals. Through tailored, evidence-based solutions, KEC is dedicated to enhancing outcomes, fostering success, and building strong partnerships between families, schools, and communities.

Upcoming event ?? ?? Hear from members of the Autism Centre of Excellence, Dawn Adams, Kate Simpson, Stephanie Malone & Nicole Dargue as they discuss the findings from their Education Horizon Grant (2022), Reducing barriers to wellbeing and learning for Autistic students through supportive and inclusive physical environments. The project examined two research questions: 1. What aspects of the physical school environment does national and international research identify as barriers or enablers to the wellbeing and/or learning of Autistic students? 2. How can Queensland schools adapt physical spaces to reduce or remove barriers and incorporate enablers to deliver an inclusive and supportive learning environment? The materials developed in this project are evidence-based, snappy, visual resources to inform teachers, parents and policymakers about how physical school environments can promote learning and wellbeing in Autistic students. The research forum is free to attend and you can join us in person (Sandhills Conference Room, Education House, Brisbane) or online, commencing at?3pm on 28 May 2024. Griffith University Research at Griffith Queensland Department of Education

Research shows that children of all ability levels benefit from high-quality, inclusive early education. Professional learning on inclusion is key for educators to develop their knowledge, skills, and confidence. In this blog, we discuss a WestEd study of the Inclusive Early Education Expansion Program (IEEEP), a statewide grant program in California designed to expand access to inclusive early education programs for children with disabilities: https://bit.ly/4fYd9nI Find more information drawn from our IEEEP evaluation about the following topics: ?? Benefits of attending professional development on inclusion ? Ongoing training, coaching, and collaboration deepen the impact of professional development ↗? Overcoming the challenges of staffing shortages and turnover ?? Ensuring equitable access to quality professional development opportunities

Lab schools are child-serving centers that exist in part to support learning and research. CGTC Child Development Centers are proud to host students from many area institutions as they develop their craft. Students from Mercer are starting to hone their skills of clinical observation in natural early learning environments by spending time in CGTC CDCs alongside professors like Dr. Kerr-German. Our families in return will see family information sessions with this group from Mercer about early childhood mental health and signs of common conditions that can derail typical development — and what to do from there. Good for children. Good for families. Good for students. That’s good stuff. That’s lab school stuff. Sneak a peak at some of the work Dr. Kerr-German is engaged in at Mercer and how CGTC CDCs are playing a part in helping Mercer students build skills to inform possible future research with young children — courtesy of GPB. https://lnkd.in/eHF9ij6N

Division of Early Childhood Child-Focused Practices Guidelines: C2: Creating social environments that are structured and adapted to promote engagement, interaction, communication, and learning by providing peer models and responsive adults, imitative adults, and by expanding children's play and action: ? Small Group Arrangements: Arrange small groups so children can see and interact with one another ? Assistive Communication Systems: Peers are taught to be communicative partner for children using signing or AAC system ? Responsive Adult Interaction: Adults play with children, watch what children do, repeat what children are doing, and then model elaborations or variations of that play. Division for Early Childhood. (2014).?DEC recommended practices in early intervention/early childhood special education 2014.?https://lnkd.in/e6ikJ6by

ABAC is proud to present: ?? *Integrating Tenets of the Neurodiversity Movement into RUBI Parent Training* Presented Live by Dr. Karen Bearss on June 7, 2024 Recording Available June 9, 2024 for 14 days (CE credit available for viewing live or watching the recording). *Not using RUBI? No Problem!* While the focus will be on the RUBI parent training program, it should be considered an exemplar intervention for any provider interested in providing neurodiversity-affirming care to families/caregivers of autistic/IDD youth. *Learning Objectives* After attending this 2-hour event, participants will be able to: 1) Identify current controversies in ABA in the context of the neurodiversity movement. 2) Select preferred language alternatives when describing autism and autistic individuals. 3) Recognize approaches when delivering RUBI that are responsive to the neurodiversity movement. Learn more and register- https://lnkd.in/eZbDtgFG hashtag #neurodiversity hashtag #aba hashtag #parenttraining hashtag #affirmingcare hashtag #RUBI

There are not enough words in the English lexicon to explain how incredible this is for these young leaders of tomorrow to be given this vital support today! #EarlyChildhood #EarlyChildhoodEducation #EarlyYears #Education #AutismAwareness #Austism

I am pleased to advise that TLC The Learning Centre, our independent day school in Bromley providing specialist education for learners with complex needs, is now a member of the Independent Schools Association (ISA). This milestone highlights the school’s commitment to excellence in education and reinforces its dedication to meeting the diverse needs of its learners. The ISA, a body renowned for promoting high standards among independent schools, supports member institutions with resources, professional development, and a network of like-minded educational leaders. This new affiliation aligns perfectly with TLC’s ethos of nurturing individual potential and fostering a supportive learning environment. We are incredibly proud of TLC The Learning Centre for becoming a member of the ISA. This reflects the unwavering dedication of the school’s staff to providing outstanding educational opportunities for our learners. At Melrose Education, we strive to empower every learner to thrive, and this recognition by the ISA affirms our shared vision of excellence and inclusivity. TLC The Learning Centre offers tailored education for learners aged 11 to 18, specialising in supporting young people with autism spectrum disorders, social, emotional, and mental health challenges, and other learning difficulties. Joining the ISA will further enhance the school’s ability to share best practices and access resources to enrich its curriculum and holistic care offerings.

The U.S. Department of Education released Using Functional Behavioral Assessments to Create Supportive Learning Environments, guidance to help schools and early childhood programs better support students’ behavioral needs. This guidance focuses on evidence-based practices to support students, with or without disabilities, whose behavior interferes with learning, and is part of the Department’s effort to reduce exclusionary discipline. Click here to read: https://lnkd.in/eWEHWXcm The guidance, developed by the Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE), provides educators and families with information, tools, and resources to support the broader use of Functional Behavior Assessments (FBA) and behavioral plans for students with and without disabilities. The guidance describes an FBA, addresses common characteristics of an FBA and behavioral plans, explains how FBAs can inform instructional strategies, identifies guiding principles to support effective development and implementation, highlights federal funding sources for educator training related to FBAs, and provides technical assistance resources to support implementation. The Department will host a webinar on December 3, 2024 at 1pm (ET) to share information about the guidance. Register:?https://lnkd.in/edXGw7mN