School Refusal You can probably tell from the title, that I don’t like the term ‘school refusal’. Firstly, it isn’t accurate. The child or young person is not refusing to go to school. They can’t or won’t go because they have experienced school-based trauma. When I’m talking about this topic, I refer to the learner […]
School refusal – Who is refusing? And how can we help? Read More »
SCHOOL AND FAMILY RELATIONSHIPS ‘Research from Ofsted finds poor relationships with parents can add significantly to low morale and poor wellbeing in teaching’ (Independent Education today, 2019). On reading this article by Julian Owen on the importance of school and parent relationships, I was compelled to put pen to paper – not only to reiterate
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A Blog about Reasonable Adjustments – Or Victoria and the Pink Wig and other stories By Catrina Lowri- Founder of Neuroteachers This is a blog about reasonable adjustments and how and why to apply them in mainstream settings and schools. To illustrate my point, I’m going to tell you a stories which should explain to
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Differentiation Tip 3 How can adjusting the complexity of information in lessons help neurodivergent learners? Differentiation is never about lowering standards. Quite the contrary. It’s about lifting every member of your class up so that they can meet your hopes and aspirations and their own. As stated in my previous blog (tip 2), adjusting the
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Lay the table, and open the window -simple solutions for classroom management This blog is most definitely about classroom management. This means I am only going to talk about how you can manage behaviour in a classroom, whilst you are teaching a lesson. I’m going to start off by telling you what classroom management is
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How can adjusting the volume of information to process or produce help your neurodivergent learner? This may be one of the most controversial tips because, when I say ‘adjust the volume of information’, may will believe that I saying that either, our neurodivergent learners should work to a lower standard or that they are allowed
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Adjust the rate of information and allow processing time During my 23 years of teaching, the one thing that has made the greatest difference to both learning and behaviour in my classroom has been allowing processing time. This can be done by adjusting the rate of information or giving more time and space to process,
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The working memory is function of the mind and brain where we store pieces of information which we only need to remember for a short period of time. This may include pattern, sequences, codes or instructions. To give you a day-to-day example of this, imagine that you’ve got some kind of passcode from your
Don’t Ditch Differentiation! I really can’t blame teachers for either hating or totally misunderstanding differentiation. It is very easy to get wrong. This is usually not the fault of the educator, but rather, leads me back to my argument that more training in Neurodiversity and additional learning needs is essential to improve learning for the
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Understanding and supporting an autistic learner with demand avoidant behaviours ‘Jack told me he couldn’t write because he was a tiger. He said tigers have no thumbs and long claws so they can’t hold the pencil. Before I had the ‘ Understanding PDA’ training, I would have gotten cross or told him not to be
