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Building Bridges: Embracing Growth Through Dialogue in Education
I’ve always been transparent about my personal growth in understanding and managing student behavior, and I take pride in that journey. I openly share my experiences to create an emotionally safe space for others who, like me, have reflected on and challenged systemic practices and training. As educators, it can be incredibly unsafe to voice…
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How To Use a Sensory Room For Self-Regulation
Whenever I’m asked about sensory rooms and sensory processing issues, I often toss back the question, “How do you self-regulate?” This question is often met with confusion unless the person asking has reflected on their own self-regulation habits and routines. Typical adults often find ways to self-regulate throughout the day. Morning coffee, chewing gum, exercising,…
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Back to School for Educators: Setting Intentions
As educators and students return to classrooms across the country, it is prudent for all stakeholders in school communities to set intentions around the type of learning environments we want to cultivate together. We cannot leave seclusion and restraint out of these discussions. The language we use about these practices matters as we strive toward…
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Changing The Things We Can: Collaborating Toward Common Goals
must admit that as an advocate, I have a hard time accepting things I cannot change. Whether foolish or not, I believe that we can change almost anything with enough effort, hard work, and determination. We often have far more power to change things than we think. That said, change is not easy and takes…
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Applying Universal Design in Your Instructional Approaches: Accommodate by Design
Building upon concepts of Universal Design (UD) with curiosity and creativity may lead to opportunities to adjust your instructional design to support the regulation of students’ nervous systems, too! Although these ideas may be less concrete than designing a physical space, they likely will have similar benefits and support relationship building, regulated engagement in instruction,…
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The Overflowing Cup: Sensory Processing and Kids
We humans are a sensory species. Every single hour, minute, and second of our lives are made up of sensory input and integration. What we see, taste, smell, hear, touch, feel, and the lack of, are all important parts of sensory experience. These different forms of sensory input not only affect our senses themselves but…
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Support Collaborative Learning Opportunities
Collaborative learning spaces can foster a sense of community, enhance connection, and provide opportunities for peer support. A universally designed approach to collaboration is beneficial for all students, supporting opportunities for coregulation and learning from others. To universally design collaborative learning spaces, though, you also have to have the flexibility to create a space for…
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The Impact of Punitive Discipline on Students with Cerebral Palsy
Students with cerebral palsy (CP) face unique challenges in the educational environment. Unfortunately, these challenges often extend beyond their physical and cognitive limitations to include disproportionate disciplinary measures. Punitive discipline, such as suspensions and expulsions, can have lasting adverse effects on these students. Understanding the impact and advocating for more inclusive approaches is crucial.
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Design with Felt-Safety in Mind
Creating a classroom that supports felt-safety is crucial for fostering an inclusive and nurturing learning environment. Felt-safety refers to the internal sense of security and well-being that allows students to focus, engage, and thrive. This concept, popularized by Robyn Gobbel, is especially important for students with trauma histories, anxiety, or neurodivergent traits who may find…
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Like A Dog: From Child Abuse to Involuntary Hospitalization
When I push deeper, however, as to why I would have had this positive association with restraint and institutional abuse, I realize it’s because I was abused as a child. I’m reminded of my favorite Franz Kafka quotation from The Trial: “‘Like a dog!’ he said, it was as if the shame of it should…
