Virtual SessionIntroduction – 5 min.
We will begin with an activity that asks attendees to share a prompt about their superpowers.
Section 1 – 10 min.
• An explanation of self-care and community care.
• Adverse childhood experiences – participants will take a poll in this section.
• Connection between ACEs, adult health outcomes, and self-care
Section 2 – 10 min.
• “A student I once knew” writing activity for participants with a chat box sharing.
• A basic explanation of neurodiversity as it relates to adverse experiences.
• The connection between the neurodevelopment of children and the learning and behavior challenges we see in our classroom.
Section 3 – 15 min.
• The 5-step framework for neuro-inclusive education will be introduced.
• After all five steps are explained, participants will apply the steps to the student they wrote about in section 2.
• Sharing in the chat box.
Closing – 10 min.
• A return to where it all began, with them and their care.
• Exit ticket – word cloud activity
• Q&A
• Participants will recognize the importance of self-care and its connection to classroom management styles.
• Participants will understand the factors contributing to neurodiversity and its impact on behavior and learning.
• Participants will learn the 5 Rs framework for creating a relational and regulated classroom climate.
• Participants will practice the framework on a student they know.
Alisic, E. (2012). Teachers' perspectives on providing support to children after trauma: A qualitative Study. School Psychology Quarterly, 27(1), 51-59. doi:10.1037/a0028590
Oliver, R.M. & Reschley, D.J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 188-199.
McMahon, B. (2015). Seeing Strengths in a Rural School: Educators' Conceptions of Individual and Environmental Resilience Factors. Journal For Critical Education Policy Studies (JCEPS), 13(1), 238-267. Retrieved from: http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/pdfviewer/pdfviewer?vid=1&sid=b8d30b20-d0c7-47c6-9a28-76b5879ba1ac%40sessionmgr114&hid=121
Sadin, M. (2017). Teachers' Guide to Trauma, Levy publications: New Jersey.
Shamblin, S., Graham, D., & Bianco, J.A. (2016). Creating trauma-informed schools for rural appalachia: The partnerships program for enhancing resiliency, confidence and workforce development in early childhood education. School Mental Health, 8, 189-200. doi: 10.1007/s12310-016-9181-4
van der Kolk, B.A.(2005). Developmental Trauma Disorder: Toward a rational diagnosis for children with complex trauma histories. Psychiatric Annuls, 35(5), 401-409.
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