Teachers tell me all the time, “Laura, I believe in full inclusion, but how do we do it?” I’m happy to help. My training, Practicing inclusion: see the child, means committing to attuning to each child’s interior landscape to create a deep understanding of that child’s perspective.
Laura often jokes that we work with “Humans, not Hondas.” Alas, there is no manual for how to resolve every challenge that comes up with children.
Inclusion is an opportunity for adults to practice precision teaching. Specifically, adapting teaching practices to meet the needs of each individual child. You cannot teach the same way for all children, because their needs are too diverse.
When adults feel the confidence to practice precision teaching, they can individualize their approach based on the child’s skills, abilities, needs, neurology, and preferences. The heart of true inclusion.
Of course, it’s also important to stay current with the laws around Special Education as the foundation for practicing inclusion by seeing the child.
As participants strengthen their knowledge of the brain and mind in the context of relationships, their understanding of the “how” and “why” of full inclusion deepens as well. The result? Adults and children that feel safe, satisfied, and connected!
While there is no one-size-fits all to teaching children, Laura helps participants gain the knowledge they need to individualize their approach by helping adults understand “the brain reasons” for behavior.
Perhaps take a listen to Laura as a podcast guest discussing “Teaching with the Brain in Mind” for some of the ways participants will learn the art of seeing the child as part of precision teaching.
Practicing inclusion: see the child can be done in a series for deeper learning or as a stand alone training for educators of preschool through elementary school-age children.