Teachers and support staff are led through a discussion on how ADHD presents itself through the school years. Educators are shown what behaviors to look for in ADHD children and given strategies on how to manage their students' ADHD symptoms. I will speak to topics like: Disorganization, Irrational Behavior, Poor Social Skills, Poor Problem Solving/Time Management, Homework Issues, Video Game use and how to talk to parents about medications.
We will look at how the 6 most common executive functions (activation, focus, effort, emotion memory and action) Brown (2012), are programmed for in the classroom. The presentation will offer strategies on how to manage executive function deficits in the classroom and how to incorporate these strategies into your lessons.
Myka and Darci will lead you through professional sessions designed to create a plan for supporting an inclusive classroom as early as Monday morning. They will share valuable ideas and strategies to help develop a universal classroom management plan with targeted strategies for students who are struggling.
Intentional teaching of behavioral expectations is crucial for creating a classroom environment that supports all students' needs. Students with behavioral challenges need to be taught how to behave at school. The importance of intentional teaching, reviewing, and mastering appropriate behaviors through practice and rehearsal is highlighted through the ABCs of Classroom Discipline.
The ABCs of Classroom Discipline reminds teachers that students require replacement or appropriate behaviors to be taught, supported through guidance, and managed through positive reinforcement to extinguish disruptive behavior. The function of the behavior must be preserved for the student while teaching them a new way to achieve the reinforcement they desire. The relationship educators build with their struggling students is the essential component of the ABCs of Classroom Discipline.
The Behaviour Leaders &Our Partners
The Behaviour Leaders &
Our Partners
A proactive approach to classroom management and behavioural challenges
A proactive approach to classroom management and behavioural challenges
Mentoring and Supporting ADHD in the Classroom
Mentoring and Supporting ADHD in the Classroom
Self Regulation in the Classroom: The Quest for Inclusive Learning Envronments
Self Regulation in the Classroom: The Quest for Inclusive Learning Envronments
Jyoti Roy, OT. Rebecca Christie, OT and Georgie Brewin SLP
Jyoti Roy, OT. Rebecca Christie, OT and Georgie Brewin SLP
In the quest to create inclusive learning environments, it's imperative to understand the intricate workings of the brain and how they shape learning experiences. This presentation will delve into the fascinating realm of neuroscience, focusing on practical strategies grounded in the neurodiverse-affirming brain-based approach. By integrating insights from the Neurosequential model and Polyvagal theory, we'll explore how these frameworks support the design of regulating classrooms conducive to optimal learning outcomes. Central to our discussion will be the exploration of the seven sensory systems, communication dynamics, and body-based emotional regulation techniques.
We will provide concrete, actionable strategies that educators can implement in their classrooms to support neurodiverse learners. These strategies will be tailored to address the specific needs of diverse learners, fostering a supportive and inclusive learning environment where every student can thrive. From creating sensory-friendly classroom setups to implementing visual schedules and incorporating movement breaks,
participants will leave with a toolkit of practical interventions informed by the latest research in neuroscience and education.
Darci Fulton
Behaviour
Consultant and Founder
Les Redick M.Ed.
Teacher & Director of Student Services Northpoint School Calgary, Alberta
Dr. Wayne Hammond - Flourishing Life
Dr. Wayne Hammond - Flourishing Life
As the responsibilities of those in education continue to shift toward effectively managing intellectual development, well-being, and now mental health, there is an inherent need to apply a better research-based approach to learning and growth. The existing model of education focuses primarily on identifying student “deficits” and “what’s not working." This approach highlights the failures of self and of others which often leads to a personal sense of frustration, diminished capacity to thrive, and an ability to experience positive well-being.
Derek is a youth development leader, writer, teacher, and advocate who works to show and measure the intersections of youth development with issues in education, youth risk behaviors, community, and social change. As the founder of Integrative Youth Development (IYD)™ and the Student Support Card™, his work translates the complexity of youth development into an easy-to-understand framework that inspires adults and youth to thicken the web of support each needs to thrive. Derek currently serves as a Consulting Associate for Brightways Learning’s Full-Color Webs of Support™ services, an Associate with the International Institute for Children’s Rights and Development in Victoria, B.C., and as the CEO of the Institute for Community and Adolescent Resilience – Unifying Solutions (ICAR-US). His work takes him around the world leading workshops, lectures, and retreats, working in areas as diverse as villages near the Arctic Circle to classrooms in Juarez, Mexico. Derek supports leaders in increasing student achievement, mitigating trauma and adverse childhood experiences, and decreasing youth risk behaviors while increasing ethical development and resilience.