Looking to reflect on how inclusive your school, classroom or teaching is? This article describes four stages and provides food for thought.
A common concern from parents of children with autism is how we manage the transition of returning to school. Here’s a simple idea that may help.
Children with autism need extra support to be included in day-to-day social situations and events. Here is a quick-and-easy way to provide that support.
Children may have achieved great progress over the academic year with teachers and parents now anxious about progress stalling or regressing. Here’s a bank of resources to ensure that doesn’t happen.
Dr. Tony Attwood offers that anxious children can manage their anxiety constructively or destructively. Here’s how to differentiate between the two.
Looking for a way to build an effective visual routine for your child but lack access to a computer, printer and time? Here is the solution you are looking for.
Are you a teacher stressed about differentiation and inclusion right now? This article may help narrow your focus, expand your time and maximise results.
The question should be why we shouldn’t include children as opposed to why we should.
In every classroom, there is a formal curriculum the teacher teaches. Certain skills are taught, certain processes and certain subjects. Everyone knows what it is, and it is there for all to see and assess. However, what about the hidden curriculum? What are you covertly teaching unbeknownst to yourself? This can be known as the […]