Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Administrators (1)
- Analytics (1)
- Autism (1)
- Brain-based (1)
- Breathing (1)
-
- Climate (1)
- Communication (1)
- Community (1)
- Conferences (1)
- Culture (1)
- Difficult (1)
- Discipline (1)
- Early Childhood (1)
- Early intervention (1)
- Empowering (1)
- Empowerment (1)
- Focus (1)
- Hopeful (1)
- Intervention (1)
- Mental health (1)
- Mindfulness (1)
- Movement (1)
- Positive behavior management (1)
- Practical (1)
- Resilience (1)
- Risk Prevention (1)
- Risk Profiles (1)
- School culture (1)
- School-based (1)
- Self-care (1)
- Publication
- Publication Type
- File Type
Articles 1 - 7 of 7
Full-Text Articles in Special Education and Teaching
Mindfulness: The Missing Link In Education, Ashley L. Baer
Mindfulness: The Missing Link In Education, Ashley L. Baer
National Youth Advocacy and Resilience Conference
Were you asked to pay attention or behave in school? As educators, we must stop expecting focus and self-regulation, and instead we must teach it. Learn how in this experiential session to connect and regulate students using the breathing ball, games, breath, and movement. Let’s practice!
Teaching Students About Trauma And Brain Regulation, Kathy Van Horn, Joshua Macneill
Teaching Students About Trauma And Brain Regulation, Kathy Van Horn, Joshua Macneill
National Youth Advocacy and Resilience Conference
It is important to empower students with information and understanding about trauma along with concepts and interventions for brain regulation and healing. When information about the impact of trauma is shared with students without first establishing a solid foundation for hope and change, it can do more harm than good. In this presentation, we will share guidelines and ideas for teaching key trauma-informed principles to students including physical, emotional and social regulation strategies as well as an understanding of the stress response.
Professional Development For Working With Students With Autism Spectrum Disorders And Teacher Self-Efficacy, Alison Johnson, Lina Soares, Antonio P. Gutierrez De Blume
Professional Development For Working With Students With Autism Spectrum Disorders And Teacher Self-Efficacy, Alison Johnson, Lina Soares, Antonio P. Gutierrez De Blume
Georgia Educational Researcher
The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received professional development training on research-based practices in working with students with autism to determine if the training had any effect on their perceived self-efficacy ratings and teachers in the other school were randomly assigned to serve as the control (i.e., no additional professional development training was provided during the research phase). …
You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis
You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis
National Youth Advocacy and Resilience Conference
It is an inescapable truth that schools must learn as much about their students and their experiences in order to create a culture built on relationships, which is the cornerstone to student learning. The dynamics and complexities of building positive relationships with students are impacted when teachers’ attitudes, values, and biases conflict with school culture. In this interactive “real talk” session, participants will examine their own biases and attitudes that may be hindering the cultivation of positive relationships. Participants will be introduced to a variety of approaches that can be used to evaluate the values, beliefs, and attitudes that are …
Building A Better Risk Prevention Model, Steven Hornyak
Building A Better Risk Prevention Model, Steven Hornyak
National Youth Advocacy and Resilience Conference
This presentation chronicles the work of Houston County Schools in developing a risk prevention model built on more than ten years of longitudinal student data. In its second year of implementation, Houston At-Risk Profiles (HARP), has proven effective in identifying those students most in need of support and linking them to interventions and supports that lead to improved outcomes and significantly reduces the risk of failure.
Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner
Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner
National Youth Advocacy and Resilience Conference
This session will offer teachers an in-depth understanding of mental health disorders, including basic information about these disorders, background information to assist in identifying early warning signs, and strategies for supporting students that may suffer from a mental health disorder. Teachers will learn classroom strategies that will foster a positive learning environment which will help to support these students
The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman
The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman
National Youth Advocacy and Resilience Conference
The Values Grounded Learning Environment training provides educators with a comprehensive positive behavior management model, including basic strategies for effective limit setting and positive reinforcement. It is a user friendly model that can be implemented in a variety of educational settings and provides a framework for thoughtfully responding to student behaviors and emphasizing student and staff accountability.