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To improve communication about factors affecting key children

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To improve communication about factors affecting key children

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Have professional curiosity to understand each child's circumstances

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Have professional curiosity to understand each child's circumstances

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To develop a consistent, inclusive approach to language

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To develop a consistent, inclusive approach to language

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e.g. Top 20% instead of bottom 20% - maybe 'Top priority'

'Yes and' instead of 'Yes but'

..yet

Away from a deficit language

Respect children's/family's preferences

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Every interaction mattersm and has the power to make a difference.

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Girls masking - calm at school but erupt at home. Teachers need to listen to parents. Not always choosing the kind child to sit next to the autistic child - not helpful

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Known- Accepted- Respected- Included- Supported

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The importance of showing a child you see their needs ad want to help them - you can see they need to move so you encourage them to move - builds a trusting relationship

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Supprorting learning that is appropriate for the child that we are working with.

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Add ons e.g. read out loud, gemini AI - can be used to create social stories, picture books. Can set up templates.

Frustration that word processing skills are not on computing curriculum

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Regulation - if walking and dancing around - let them do it and take time to use their interests and help them expel their energy.

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Need to reflect our community and evolve to meet the needs of the community we serve; working alongside people from all walks of life to gain different perspectives.

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The langauge that we are using reflefcts the children that we are talking with. Creating an enviornment that is warm and welcoming and not anxiety inducing. by considering the questions that we are asking. Supporting children in growing thier confidence to answer questions in the classroom.

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So many external factors that affect their approach to learning. Use of negative language eg toxic masculinity - switch off - change to positive eg wellbeing.

Talk to the boys - what is going on in their life

Careful of stereotyping - man of the house/ man up etc

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A need to develop our awareness of people's perspections and differences and how these impact on choices, etc.

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The importance of working as a team and coming together. Sharing ideas and communicating with eachother. How well do we know the people that we are working with?

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Dorsal network - voluntary choice - how to support chn who find that difficult eg now and next

Ventral attention - sthg in environment that you're not in control of ( eg noise) - takes you away from task - how to switch between the 2 - avoid distractions for some

Classroom music - no more than 8 beats per minute - otherwise too distracting

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'rules' set my schools are general but they work against children with ASD - understand a child and to what extent they can follow rules and expectations, and then adapt them for the individual. Why force a child who needs quiet space to work in group situation?

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The impact of trauma on a child's brain. Approaching children through a trauma-informed approached.

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Thoughts around consistency across the school including the office, etc.

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How technology can be used for inclusive practice: -EAL support through translations with different dialects; podcasrs with captions; create social stories; tools to simplify texts; and support children with dyslexia.

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Strategies to support diff types of children e.g. distractable, 'daydreamers', impulsive, perseverative (encourage to do in 3 different ways and then critique their options)- enquiring during daydreaming rather than 'stop' might help to remove the thought

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how trauma can affect behaviour - not naughty - reflects child feels unsafe or in survival mode - small things can trigger big emotions - importance of understanding what is behind behaviour

using non verbal signals to keep atmosphere calm

importance of building positive relationships

leaving classroom might be sign of not feeling safe

children masking emotions

impact that home life has on children's behaviour

using the word resilience can put some children off - has negative connotations

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Inclusivity workshop was really good - taught how to step out of comfort zone ad improve outlook on inclusivity - nice to talk to someone new who you don't speak to normally amongst staff

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Link on SEN school - Cherry Garden - checklists to support SEN children

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Certain elements of neurodivergence aren't changeable - eye contact, stimming