Inclusive Learning and Living - O.T and Education Support Ideas

Excellent video describing how to create differentiated assessment tasks using the Achievement Standards in the Australian Curriculum.

Accessing the Australian Curriculum achievement standards for all students Find out how the Australian Curriculum achievement standards support differentiated teaching and learning for students with diverse learning needs.

New in 2021! At Felicity Ryan Ballet we understand every child with autism is different, and there is no one ballet class that will meet the needs of every child.

So beginning February the 6th we will be launching our Dance Expression classes, for children with autism.

Class work is tailored to a beginner level with the aim of building confidence considering each child's strength. Private lessons are also offered to increase confidence to later move to a group class.

Each session will be highly structured in format and activities designed to be as inclusive as possible. Because the groups will be small (each class will be limited to 6) the children will have more time and space to learn the steps. Our goal is to engage and support every child, focus on their strengths, and build upon that.

In term 1, class times will be as follows:

Saturdays from 11:00 to 11:30am (Ages 4-5)
Saturdays from 1:00 to 1:45 (Ages 6-8)

For more information and bookings please email us at [email protected] and we will send you a starter pack.

We genuinely believe anyone can learn ballet, no matter their age or ability, and cannot wait to dance with you!

We are excited to announce the first 4 sets of our new SPELD SA Phonic Book Series are available to download in PDF or Powerpoint Slideshow from our website.

https://www.speldsa.org.au/SPELD-SA-Phonic-Readers-New-Series

5 reasons why dyslexics make great communicators Here’s a fact: 9 out of 10 dyslexics have poor spelling, punctuation and grammar, but many are amazing communicators. From Pulitzer-prize winning journalists to respected CNN news anchors, high-pro…

Marga found this amazing free tool offered from Sesame Street: Slow It Down! The Big Idea: Becoming absorbed in a calming activity such as looking at mesmerizing images or creating a new kind of art can soothe children overwhelmed by big feelings. But beware, parents, you might find yourself enjoying it for a pause in your own work day! I particularly enjoy swirling the sand - which is your favorite?

https://buff.ly/3nexERN

Co-regulation is the foundation of self-regulation and developmentally where it all starts.

Too often, I see children reprimanded when they're not able to control their behaviours and emotions. They’re expected to remain calm and happy, not get upset, not display anger, and quickly calm themselves down if they do get angry or upset. If they can’t do this, they may be referred to me for "self-regulation difficulties". ⠀
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Here's the thing. Self-regulation is a developmental process. Just as we wouldn’t expect a child to run before they can walk, we cannot expect children to self-regulate until they’ve experienced co-regulation time and time again. And unless a child has had it modelled enough, and their brain has developed enough, they will not achieve regulation on their own.⠀
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Have a think - when was the last time you heard a 3 year old say “I’m so angry my sister hit me! I need to calm down. I’m just going to take myself to the kitchen for a drink of water and do some deep breaths”.⠀
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Co-regulation begins from birth. When babies are unsettled and we cuddle them, rock them, feed them - we are helping them to regulate.⠀
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When toddlers are angry that they can't have the toy they want, and we empathise with them, sit with them, get them a drink - we are helping them to regulate.⠀
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When preschoolers are upset because they're not ready to leave their playdate, and we listen and help them take deep breaths - we are helping them to regulate. ⠀
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Self-regulation only BEGINS to emerge around 4-5 years. And whilst some 4-5 year olds may be able to regulate themselves, others may not be able to. Both are within the typical range of development. ⠀
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True self-regulation is not fully established until our mid-twenties. Even then, we often turn to others to help us feel better when we are feeling low. And we are often quite happy to help other adults feel better when they're feeling low, however when children need our help, we may be reluctant to give it, perhaps in fear that we will stunt their emotional resilience (amongst many other understandable but unfounded fears).⠀
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When we ask a child to regulate themselves before they're ready, we risk shaming them, affecting their self-esteem, and affecting their relationship with us. Co-regulation needs to come first.

You may not be able to help your child regulate 100% of the time, and that’s okay. Just know that they may not be ready to do it themselves.

Pushing a Wall to Settle the Nervous System When a teacher or student feels triggered, focusing on a physical activity like leaning into a wall can help reset the brain.

Immersive Reader is such a useful tool for so many students 🙂

Immersive Reader comes to PowerPoint and OneDrive plus more updates for Dyslexia Awareness Month October is Dyslexia Awareness Month, and also the 75th anniversary of National Disability Employment Awareness Month (NDEAM.) To mark the month of October, Microsoft has launched Dyslexia DecodEd, a 3-part webinar series with the goal to put the right information, tools and resources required to s.....

When you see your child ramping up toward a meltdown, there are many tricks you can pull out of your bag. Well, Sesame Street finally made a video with one of the ones I love -- breathing. SEE VIDEO --->> http://www.thesensoryspectrum.com/breathing-trick-help-avoid-meltdowns-belly-breathing/