In this edWebinar learn how to provide a more accessible and equitable learning environment and experience for all learners.
Picture inclusion in your classroom! In this edWebinar, inclusion experts present practical inclusion strategies you can easily adapt for your classroom.
In this edWebinar, learn about ideas that work for the inclusive classroom (and often work just as well for students without disabilities).
Autism spectrum disorder (ASD) is, at its heart, a processing disorder. And while the students with ASD face a variety of challenges depending on where they fall on the spectrum, even those considered high functioning have difficulties with pragmatic social language and understanding social interactions. So, when educators mainstream students with ASD and hope that they will learn how to interact in the classroom just by watching their peers, the educators are setting up the students for failure. Nina Finkler, a learning consultant with years of experience working with students with ASD, says success comes when schools actually acknowledge the different needs of students with ASD and set up individualized supports throughout their learning career. In her edWebinar “Meeting the Needs of Students with ASD Within the Mainstream Classroom”, Finkler outlined the biggest challenges with mainstreaming and key strategies for helping them thrive in their new environment.
In this edWebinar, the presenter shows special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Nina Finkler, M.Ed., LDT/C, BCBA, President of Nina Finkler Autism Services, provides an understanding of the learning, behavioral, social, and language needs of students with ASD.
In this edWebinar, Cindy Kanuch guides through the philosophical shift in thinking about instruction and assessment and provide recommendations.
In this edWebinar, Lynn Cannon and Lauren Kenworthy introduce tools to help identify when a child is having trouble with Executive Function
Too often, an “inclusive education” for students with complex support needs means helping them take part in a single class activity before they go off to a different classroom, or focusing on a single learner while other similar students remain on the outside. Cheryl M. Jorgensen, Ph.D., an inclusive education consultant and co-founder of the National Center on Inclusive Education, offered participants in the recent edWebinar, “Inclusion is More Than “Just Being In,” a new way to define the term. She explained that inclusion should not be a practice but should be a transformational educational philosophy based on social justice principles, where the first tenet is that all students are presumed competent.
