Whether facilitating a discussion or responding to a situation that perpetuates racism or marginalization, it can be helpful to remember to Listen, Believe, & Act.
Creating inclusive classrooms can be hard work. It takes commitment to the guidelines of inclusion and a willingness to critically examine our beliefs, assumptions, and practices.
Use the strategies included in this article to help create inclusive classrooms that are spaces where ALL students feel welcomed and valued.
How can teachers communicate effectively with the parents of students with learning disabilities (LDs) or special needs in order to improve the quality of school-family interventions? Here are two strategies for developing effective communication.
Active breaks, characterized by short periods of physical activity that take place within the classroom, are one of the ways to use physical activity in school settings to support students' self-regulation.
How can we ensure that school is responsive, supportive, and nurturing for all students, even if they do not experience that connecting first interaction?
Gail Brant-Terry, of the Upper Canada District School Board shares their ‘Circles of Support’ visual graphic to help guide relationships and provide Indigenous students, non-Indigenous students, educators, and families the to best possible support.
Stephanie Dionne has collected advice from teachers on how educators can stay connected with students who have learning disabilities (LDs) while learning remotely.
Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?
Through real-life stories and experiences, this presentation will cover the strategies and philosophies required to teach students who have been labelled formally and informally as behavioural
