Through a reflective lens, this book equips teachers and support staff to help all students thrive by identifying and fostering each teacherâ s and childâ s individual differences and unique strengths.
Through a reflective lens, this book equips teachers and support staff to help all students thrive by identifying and fostering each teacherâ s and childâ s individual differences and unique strengths.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Jamie Chaves, OTD, OTR/L, SWC, is a pediatric occupational therapist with over 8 years of experience working with children who have sensory processing differences and learning differences. She received bachelor's degrees in health science and Psychology from Bradley University, and a doctorate of Occupational Therapy from Washington University School of Medicine in St. Louis. Dr. Chaves is the division leader for the occupational therapy department at The Center for Connection in Pasadena, CA-a multidisciplinary clinic that provides an array of services rooted in the IPNB framework. She recognizes the importance of a play-based, relationship-based approach to therapy that is rooted in regulation. She does contract work with various private schools in Pasadena, CA, particularly delivering teacher in-services and parent education on a variety of topics including promoting positive handwriting, sensory integration strategies in the classroom, how diet and sleep influence learning and regulation, and the impact of screen time on development and learning. Dr. Chaves lives in Pasadena, CA with her husband and 2 young children.
Inhaltsangabe
Foreword Preface Acknowledgments About the Authors Chapter 1: Searching for the "Why?" A Brief Introduction to Interpersonal Neurobiology Applying a Brain-Based, Relational Lens to the Educational Setting Chapter 2: Regulation as the Foundation for Learning What Is "Regulation"? Reframing the Developmental Expectations of Regulation Developmental Milestones in Regulation Promoting Regulation in the Classroom Chapter 3: The Teacher-Student Dyad and Classroom Community Understanding the Teacher-Student Dyad and Regulation-Response Cycle The Power of Mirror Neurons Harnessing the Positive Power of Mirror Neurons Rupture and Repair Facilitating the Continued Development of a Teacher-Student Dyad Chapter 4: Foundations of Sensory Processing for Regulated Learning Foundations of Sensory Processing in the Classroom Teacher-Student Dyad and Sensory Processing Sensory Systems and Their Impact on Learning Facilitating Sensory Integration for More Engaged Learning Chapter 5: Building a Sensory Smart Classroom Sensory Preferences and Sensory Processing Disorder-What's the Difference? Recognizing Different School-Based Sensory Needs Chapter 6: Developing an Awareness of Individual Differences and Promoting Integration Recognizing Individual Differences Moving Toward Integrated Learning Teaching Students to Search for the Why Language-Based Learning Disabilities Nonverbal Learning Challenges Giftedness and 2E Other Common Diagnoses That Impact Learning Common Misconceptions Regarding Learning Disabilities The Power of Early Intervention Supporting Integration of Students With Individual Differences Chapter 7: Handwriting That Promotes Integrated Learning Developmental and Sensorimotor Facets of Handwriting Writing as an Integrated Brain Activity Regulation and Handwriting Facilitating Improved Handwriting Chapter 8: Considerations for Specialty Teachers A Note about Relationships and Regulation in Specialty Classes Sensorimotor Factors in Specialty Classes Learning Differences Unique to Specialty Classes Boosting Regulation and Participation in Specialty Classes Chapter 9: Redefining Behavior Plans A Note About Behavior Plans Structure, Appropriate Boundaries, and Clear Expectations Natural Versus Punitive Consequences The Power and Peril of Praise The Lifespan of a Meltdown and In-The-Moment Strategies Putting It All Together: A Newly Defined Behavior Plan Chapter 10: Supporting Students Who Need Additional Help Understanding Supports Within Your School Accessing External Supports Establishing a Teacher-Parent Dyad Preparing for a Parent Meeting References Index
Foreword Preface Acknowledgments About the Authors Chapter 1: Searching for the "Why?" A Brief Introduction to Interpersonal Neurobiology Applying a Brain-Based, Relational Lens to the Educational Setting Chapter 2: Regulation as the Foundation for Learning What Is "Regulation"? Reframing the Developmental Expectations of Regulation Developmental Milestones in Regulation Promoting Regulation in the Classroom Chapter 3: The Teacher-Student Dyad and Classroom Community Understanding the Teacher-Student Dyad and Regulation-Response Cycle The Power of Mirror Neurons Harnessing the Positive Power of Mirror Neurons Rupture and Repair Facilitating the Continued Development of a Teacher-Student Dyad Chapter 4: Foundations of Sensory Processing for Regulated Learning Foundations of Sensory Processing in the Classroom Teacher-Student Dyad and Sensory Processing Sensory Systems and Their Impact on Learning Facilitating Sensory Integration for More Engaged Learning Chapter 5: Building a Sensory Smart Classroom Sensory Preferences and Sensory Processing Disorder-What's the Difference? Recognizing Different School-Based Sensory Needs Chapter 6: Developing an Awareness of Individual Differences and Promoting Integration Recognizing Individual Differences Moving Toward Integrated Learning Teaching Students to Search for the Why Language-Based Learning Disabilities Nonverbal Learning Challenges Giftedness and 2E Other Common Diagnoses That Impact Learning Common Misconceptions Regarding Learning Disabilities The Power of Early Intervention Supporting Integration of Students With Individual Differences Chapter 7: Handwriting That Promotes Integrated Learning Developmental and Sensorimotor Facets of Handwriting Writing as an Integrated Brain Activity Regulation and Handwriting Facilitating Improved Handwriting Chapter 8: Considerations for Specialty Teachers A Note about Relationships and Regulation in Specialty Classes Sensorimotor Factors in Specialty Classes Learning Differences Unique to Specialty Classes Boosting Regulation and Participation in Specialty Classes Chapter 9: Redefining Behavior Plans A Note About Behavior Plans Structure, Appropriate Boundaries, and Clear Expectations Natural Versus Punitive Consequences The Power and Peril of Praise The Lifespan of a Meltdown and In-The-Moment Strategies Putting It All Together: A Newly Defined Behavior Plan Chapter 10: Supporting Students Who Need Additional Help Understanding Supports Within Your School Accessing External Supports Establishing a Teacher-Parent Dyad Preparing for a Parent Meeting References Index
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