Here is a handy guide to navigating both hosting a party and attending a party.
How can you help a child who is having an emotional melt down? Learn brain-science basics and the two simple steps to calm a child who is experiencing intense emotions. In this video, Author and Psychiatrist Dr. Dan Siegel demonstrates a step-by-step approach to help a child manage strong emotions. At the same time, Dr. Siegel explains how this process is working at a biological level by “squirting soothing neurotransmitters” in the brain!
This clip is drawn from Dan Siegel’s hand model of the brain. It is a metaphor to help explain what might be happening in our brains when distressed. It depicts an ‘emotional’ and ‘thinking’ brain but this does not mean they are separate parts of the brain. The ‘emotional’ and ‘thinking’ brain are descriptive metaphors of brain functioning to explain how our brains may be in a more ‘reactive’ rather than ‘reflective’ mode. The hand model clip is used in Emotion Coaching training to show how Emotion Coaching can help to guide the brain to develop a more reflective mode (thinking brain) rather than remain in a reactive mode (emotional brain).
What is self-regulation and why is it important?
It is tempting to label challenging behaviour as oppositional, defiant, manipulative, and attention-seeking. But, challenging behaviour is often not in children’s control. It is more accurate and helpful to understand this behaviour as a sign that children cannot handle their big emotions (e.g., mad, sad, sacred). When they feel overwhelmed, their emotions are getting the best of them. That is, they cannot self-regulate. You can read more, here.
Lego Therapy is a structured, play-based approach that uses LEGO building activities to promote social interaction, communication skills, and problem-solving abilities in children.
Myths and Stereotypes about ADHD
There are many myths and stereotypes when it comes to ADHD. Even the name is misleading. People tend to think of ADHD as having a lack of attention but in fact they do not have a deficiency in attention, but an abundance of it! The difficulty is in not being able to control this attention. (https://mashable.com/article/what-is-adhd-myths-stigma)
It is important to acknowledge and fully understand the difficulties faced so that the necessary supports and accommodations can be in place but we must also recognise the strengths that having a neurodivergent brain offers.
Here is one ADHDer’s personal story of success – Jessica Mccabe has her own YouTube ADHD channel. Click on the link to hear her story.
Failing at normal – one person’s success story
ADHD and Autism
Research suggests that 50-70% of autistic people are also ADHD. There are characteristics that overlap but also that often contradict each other.
Websites
Top Tips for Dyslexia-friendly Learning Environments
- Backgrounds – Change your smartboard backgrounds and/or font colour to another colour to make it easier for everyone. If you have a child who already has a preference, use that, otherwise, opt for a whole school colour. Light blue is a popular choice.
- Books and overlays – Some pupils may find it easier to write in books with coloured backgrounds and have a coloured overlay.
- Dyslexic-friendly fonts – There are fonts specifically designed for dyslexia that everyone can read. https://opendyslexic.org/. Alternatives are Ariel, Comic Sans, Verdana, Century Gothic, Tahoma, and Calibri.
- Visuals – All children benefit from visual processing. It improves retention and supports retrieval. We do this well and know to use a range of visuals.
- Graphic organisers – Graphic organisers are fantastic to support learners’ thinking, processing, understanding and organisation. This includes using writing frames, but also mind maps and flow diagrams.
Try this link for older students where you can sign up for free https://www.mindomo.com/ or to create simple to more complex ones for all students: https://www.canva.com/graphic-organizers/templates/
- Speaking – ensure we are breaking down information into smaller chunks.
- Don’t ‘pick’ on them to read – This can be seriously demotivating and traumatic in a whole class situation and may be detrimental to their reading progress. They can read to you on their own or with a trusted peer at any time.
- The usual strategies – Such as natural brain breaks to avoid cognitive overload, memory aids such as word mats, a clear line of sight to the teacher and a seat close to the front to aid non-verbal communication.
- Mark positively – Start with what they can do and build on that. You don’t want to stifle amazing ideas on account of worrying about grammar and punctuation.
- Spelling – if students can’t spell a word, spell it aloud for them, and at the same time, write it on the board – provide key spellings for them to refer to. You can also use the RWI sound board so students can ‘try out’ spellings with alternative phonemes (ee, ea, etc). If using the computer, having the spelling and grammar aids on is good!
- Limit the copying they have to do – give them copies of the learning that they can have in front of them and present with appropriate fonts, backgrounds and sizing in manageable chunks.
- Technology – Explore advances in technology with your dyslexic learners. Is there a use for a reading pen, a smartpen or some text-to-speech software? Microsoft accessibility has many free features to explore. When using chrome books or iPads, there is accessibility software available with fantastic programmes such as ‘Immersive Reader’.
Pupils with dyslexia also have skills such as a strong memory for stories, a wonderful imagination, great spatial reasoning and can think outside the box! You can find more details at Dyslexia Help.
Click on the link below to find practical tips to support children’s wellbeing and behaviour:
https://parentingsmart.place2be.org.uk/
