1. Assistive Technology
1.1. Any form of tech that helps a student with thwir level of development
1.1.1. Low level: pens, highlighters, stress balls
1.1.2. High level: tape recorders, computers, specialized software
1.1.3. Makey Makey: invention kit that helps students invent, experiment and explore the world around them
2. Executive Functioning
2.1. Executive functions help us to manage our behaviours in different situations and scenarios.
2.1.1. The three executive functions that are important are shifting, selecting and updating which are essential for learning
2.2. Teachers need to not only manage student behaviour but also identify the underlying cause of behaviours
3. Role of Trauma
3.1. Trauma effects young children in a variety of different events and scenarios
3.1.1. When dealing with trauma we must remember the three "E's" event, experiences and effects
4. Role of Parents
4.1. Parents and teachers must work together for the benefit of the student - they should inform one another's decisions
5. Autism
5.1. 1 in every 66 children/youth are diagnosed with autism
5.1.1. OAP - program funded by the Government of Ontario and provides services and supports for children and youth who have been diagnosed on the autism spectrum
5.2. Autism is a neurological disorder that affects children's communication and social development as well as behaviors
5.2.1. Students with difficulties in communication
6. Social Emotional Learning
6.1. Involves self-regulation, understanding emotions, self and social awareness, social problem solving and relationship skills
6.2. As educators it is our responsibility to help students understand and identify their emotions
6.2.1. Teachers must be mindful of knowing and understanding our students experiences and identifying their stressors
7. ADHD
7.1. Attention deficit hyperactivity disorder - with symptoms such as inattention, hyperactivity and impulsivity
7.1.1. Affects boys more than girls
7.1.1.1. Many students with ADHD have lower executive functions
7.1.2. First presents itself when children enter the classroom because they are unable to manage their behaviour and comply with classroom expectations
8. Self-Regulation
8.1. Self-regulation is different than self-control. It is our ability to control our thoughts and actions in order to achieve goals and meet demands
8.2. Self-regulation aids in the learning process for our students because it helps them manage their thoughts, behaviours, and emotions
8.2.1. 5 R's of self-regulation: reframe, recognize, reduce, reflect, respond
9. IEPs
9.1. Must include specific educational expectations, an outline of special education program and services
9.1.1. Types of accommodations: instructional, environmental and assessment
9.1.1.1. Instructional examples: note-taking assistance, contracts, mind-maps
9.1.1.2. Envirormental examples: strategic seating, quiet setting, headphones
9.1.1.3. Assessment: extended time limits, oral responses, more breaks