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Contenido proporcionado por Angela Watson. Todo el contenido del podcast, incluidos episodios, gráficos y descripciones de podcast, lo carga y proporciona directamente Angela Watson o su socio de plataforma de podcast. Si cree que alguien está utilizando su trabajo protegido por derechos de autor sin su permiso, puede seguir el proceso descrito aquí https://es.player.fm/legal.
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EP308 How (and why) schools should support neurodivergent educators

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Manage episode 434886403 series 2801381
Contenido proporcionado por Angela Watson. Todo el contenido del podcast, incluidos episodios, gráficos y descripciones de podcast, lo carga y proporciona directamente Angela Watson o su socio de plataforma de podcast. Si cree que alguien está utilizando su trabajo protegido por derechos de autor sin su permiso, puede seguir el proceso descrito aquí https://es.player.fm/legal.

Yes, we’re talking about accommodations FOR TEACHERS…

I recently asked educators on social media if neurodivergent staff were being offered any support, and folks had a LOT to say! In this episode I’ll share:

  • What we mean when we talk about neurodivergence
  • Why neurodivergence isn’t a deficiency, just a difference
  • What teachers say about accommodations that are (and aren’t) happening in their schools
  • The legal rights that U.S. teachers have under the Americans with Disabilities Act
  • The types of supports you can request and the logistics of making them happen

From there, I’ll share the commonalities and patterns in the response from educators about what’s been helpful and what’s needed.

I’ll talk about the 5 ways schools can offer support to neurodivergent educators and what these recommendations look like in practice:

#1: Allow for flexibility and autonomy, especially within breaks #2) Designate quiet areas and mitigate the effects of overstimulating environments #3) Communicate proactively about scheduling and changes #4: Give clear directives, so the invisible expectations become visible #5) Differentiate PD and offer topics related to executive function and organization Additionally, I’ll make the case for universal design: that’s what good for neurodivergent educators also benefits neurotypical educators, and that these practices can (and should) be implemented school-wide.

Listen in to hear more about what’s helping neurodivergent teachers thrive, and how to advocate for the support YOU need in your school.

  continue reading

335 episodios

Artwork
iconCompartir
 
Manage episode 434886403 series 2801381
Contenido proporcionado por Angela Watson. Todo el contenido del podcast, incluidos episodios, gráficos y descripciones de podcast, lo carga y proporciona directamente Angela Watson o su socio de plataforma de podcast. Si cree que alguien está utilizando su trabajo protegido por derechos de autor sin su permiso, puede seguir el proceso descrito aquí https://es.player.fm/legal.

Yes, we’re talking about accommodations FOR TEACHERS…

I recently asked educators on social media if neurodivergent staff were being offered any support, and folks had a LOT to say! In this episode I’ll share:

  • What we mean when we talk about neurodivergence
  • Why neurodivergence isn’t a deficiency, just a difference
  • What teachers say about accommodations that are (and aren’t) happening in their schools
  • The legal rights that U.S. teachers have under the Americans with Disabilities Act
  • The types of supports you can request and the logistics of making them happen

From there, I’ll share the commonalities and patterns in the response from educators about what’s been helpful and what’s needed.

I’ll talk about the 5 ways schools can offer support to neurodivergent educators and what these recommendations look like in practice:

#1: Allow for flexibility and autonomy, especially within breaks #2) Designate quiet areas and mitigate the effects of overstimulating environments #3) Communicate proactively about scheduling and changes #4: Give clear directives, so the invisible expectations become visible #5) Differentiate PD and offer topics related to executive function and organization Additionally, I’ll make the case for universal design: that’s what good for neurodivergent educators also benefits neurotypical educators, and that these practices can (and should) be implemented school-wide.

Listen in to hear more about what’s helping neurodivergent teachers thrive, and how to advocate for the support YOU need in your school.

  continue reading

335 episodios

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