1. Special Education
1.1. IEP
1.1.1. Accommodations
1.1.1.1. Annual program goal
1.1.1.2. Instructional
1.1.1.3. Environmental
1.1.1.4. Assessment
1.1.2. Process (Ministry of Education, 2017)
1.1.2.1. 1. Gather Information
1.1.2.2. 2. Set the Direction
1.1.2.3. 3. Develop the IEP
1.1.2.4. 4. Implement the IEP
1.1.2.5. 5. Review and Update the IEP
1.2. Formal identification
1.2.1. Stigmatization
1.2.1.1. Ability bias
1.2.1.2. Ableism
1.2.2. Teachers Role
1.2.2.1. Teachers may help with the process
1.2.2.2. Can't diagnose
1.2.3. Placement
1.2.3.1. Review Committee (IPRC)
1.2.3.1.1. Psychoeducational assessment
1.2.3.1.2. Legal Right to Special Education
1.2.4. White Privilege
1.2.5. Early intervention
1.2.6. Different Types
1.2.6.1. Autism Spectrum disorder (ASD)
1.2.6.2. ADHD
1.2.6.2.1. Difficulties with executive function
1.2.6.3. Giftedness
1.2.6.4. Developmental Disability
1.2.6.5. Mild Intellectual Disability
1.2.6.6. Learning Disability
1.2.6.6.1. LDAO
1.2.6.6.2. Average or above average IQ
2. Differentiated Instruction
2.1. Know your students
2.2. Strategies
2.3. Different levelled texts (Watts‐Taffe et al., 2012)
3. Critical Race Theory
3.1. Micro-aggressions
3.2. Macro-aggressions
3.3. Systematic Racism
3.3.1. Socio-economic status
3.4. Keep expectations high
4. Mental Health
4.1. Build relationships
4.2. Trauma-Sensitive Classrooms
4.2.1. Maintaining consistent daily routines (Statman-Weil, 2015)
4.2.2. Telling students when something out of the ordinary is going to occur (Statman-Weil, 2015),
4.2.3. Choice boards (Statman-Weil, 2015),
4.2.4. Limbic System
4.3. Different types of "disorders"
4.3.1. Different needs for each
4.3.2. Different symptoms
4.3.3. Cannot diagnose as a teacher
4.4. Teacher Self-Care
4.4.1. Establishing your own practice
4.4.2. We affect our students
4.4.3. Self awareness
4.4.3.1. Emotional Triggers (Richardson & Shupe, 2003)
4.4.3.2. Implicit bias
4.5. Meditation and Mindfulness
4.5.1. Trauma Sensitive Informed Mindfulness (TSM)
4.5.1.1. Invitation to practice
4.5.2. Social Justice Informed mindfulness
5. Universal Design
5.1. Being a good teacher
5.2. Necessary for some, good for all
6. Classroom Management
6.1. Private conversations (not calling out names for discipline)
6.2. Avoid "face-offs"
6.3. Examine your own beliefs (Bennett, 2009)
6.4. Work with the school team, including the student (Bennett, 2009)
6.5. Know your students (Murphy, 2014)
6.5.1. Empathize