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The world is changing rapidly, and with this is comes new challenges for young people. Our education system is not structured to meet these demands. We need to restructure to meet these demands.

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Context includes environments, experiences, and relationships. Context is also influenced by a persons intrinsic and extrinsic factors.

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Children develop differently, we can consider these to be "strands." They have a natural capacity to learn. We should develop learning to allow children to fully engage in a high-learning environment.

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Direct instruction
Guided Teaching and Learning
Open Exploration Opportunities
This allows the solid academic content along with developing skills to be a member of society.

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The current system limits innovation. This in turn can become an unnecessary obstacle for students to reach their full potential when developing knowledge.

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Science validates that our brains are constantly rewiring themselves. Each student is unique in how they learn. It is the educators responsibility to make sure that we do not leave them ill-equipped to thrive.

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Federal policymakers have a part to. They can lift up success, and move barriers to make Whole-Learner Education a success.

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Our education system needs to change if we want to be able to utilize Whole-Learners Education to the fullest.

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To make Whole-Learner work, it can't be done at a singular spot. It takes the combined effort of everyone to make it happen. From the Federal level, to teachers, and communities, we all have a responsibility.

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From totally nonverbal individuals with intellectual disabilities on the one hand, to super intelligent and highly verbal people with Asperger’s syndrome on the other.

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Take pictures or videos to show the students what is proper and improper behavior.

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The student selects a target goal of their choosing and keep track with a datasheet.

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The teacher needs to have clear expectations in their learning environment for behaviors and communications.

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to have a positive relation with their EBD students. Along with praising positive behavior.

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"Thinking out loud." through an assignment.

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Currently, autism affects about 1 in every 88 children (and 1 out of 54 boys), and its numbers continue to rise (Centers for Disease Control and Prevention, 2012). The term autism actually refers to an entire spectrum of neurodevelopmental disorders characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior.

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People on the autism spectrum tend to be particularly skilled at perceiving details as opposed to whole gestalts. They also do better than neurotypical children on the embedded figures test, which requires subjects to find simple geometric shapes embedded in more complex patterns or drawings.

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Students with autism who find it hard to pick up on nonverbal cues thus have one less thing to worry about when they’re online.

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Establishing a network of positive social interactions is vitally important for students with ASD. Because social interactions do not come naturally to them, educators must consider ways to infuse regularity, safety, warmth, appreciation, playfulness, and mutuality into the hundreds of interactions that they will have over the course of a school day

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Teachers should consider making students with autism “classroom experts” in their special interest areas and provide them with opportunities during class time to share any collections, projects, or information they have acquired in the course of pursuing their interests.

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Remember that individuals with autism tend to prefer working with systems rather than people—including the systems of schedules, daily routines, and transitions that make up the school day.

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Responsive Classroom is an evidence-based approach to teaching and discipline that focuses on engaging academics, positive community, effective management, and developmental awareness.

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Benefits of Using Responsive Classroom Practices

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Benefits of Using Responsive Classroom Practices

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Improved Student Achievement
Improved Teacher-Student Interactions
Higher Quality Instruction in Mathematics

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According to researchers, teachers reported that a supportive setting is important to their implementation of Responsive Classroom practices. Specifically, teachers were more likely to use these practices when:

Their principal showed buy-in to the Responsive Classroom approach.

They received coaching while implementing new Responsive Classroom practices.

Their school climate offers validation and social support for trying the Responsive Classroom approach and allowed them to adopt the approach at their own pace.

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This law was called the Education for All Handicapped Children Act.

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This law allowed handicapped students to receive free education. It also provided protection for the children.

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Education for All Handicapped Children Act was later changed to Individuals with Disabilities Act

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With the new name, the act was changed to be more inclusive for students that are handicapped.

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These amendments focused on increasing opportunities.

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An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs

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Every general Education Teacher needs to have access to a students IEP

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After the meeting, the student's strengths need to be incorporated into the IEP

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One thing I noticed when working with student that are neurodiverse, is the difference in results. I know that we have talked about it in class, but you do not fully understand until you see it yourself. This was a great way to make those connections between students and strengths that we have learned about in class.

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This came about when talking with my mentor about neurodiversity. He said that it was important to stay caught up with the students IEPs and 504s. However, the most important thing was having a good relationship with that student. By having that relationship, it helps with the students opening up to you and helping them learn with their neurodiversity.