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Educational Consultation and Training

BUILDING INCLUSION

While Wisconsin may be a full inclusion state, full inclusion can not exist unless needs can be met, accomodations can be made on the fly, and modifications remain even if service providers are not present. The only way to ensure this happens is if ALL adults have the knowledge, skills, and understanding it takes to provide this level of support. This sounds overwhelming but fortunately, it doesn't have to be. Providing all staff (general education teachers, paraprofessionals, specials teachers, intinerants, bus drivers, and many more), with some very basic behavior awareness, understanding, and strategies allows the community as a whole to build a truly inclusive environment. This addresses needs proactively and significantly reduces the occurences of challenging behavior across the educational setting. Balancing the needs of students and staff alike is a complicated world of moving parts, perception, and finetuned skill sets. But with the right training, perspective, and set of tools, any adult can increase the success, independence, and feeling of belonging for any student.

Services

Observation and Consultation

  • Observe a single student, group of students, or a full classroom, provide feedback and training in the form of instruction, model, coach in order to help staff increase success across any environment.

  • Create stimuli (visuals, schedules, reinforcement systems, etc.) then train staff on how to implement them with success.

  • Bridge the gap - Support collaboration between:

    •  professional specialties

    • schools and families

    • schools and outside therapies

Staff Training and Follow Up Implementation Coaching

  • Proactive mental health supports; The significance of a sense of belonging.

  • Trauma Informed Care

  • Behavior Translation - What is the function? Addressing specific behaviors through an understanding and educational perspective.

  • Classroom management; how to set up all students for foundational success before expecting them to learn

  • Family connection/training - establishing rapport to surround your student with consistent support

  • Student Motivation/Disengagement

  • Equity, Inclusion, and Differentiation at the general education level

  • Executive Functioning - more than a buzzword

  • Interoception - what is it and how does it affect student success?

  • Emotional and Behavioral regulation (Sensory seeking/aversion, self-advocacy; Emotional self-recognition, recognition in others, actions that follow recognition; curriculums such as Zones, A little Spot Series, Social Behavior Mapping, etc.)

  • Resiliency - why is it important and how do you build it?

  • Independence; the key to success and self-esteem - what’s appropriate to expect for each kid and how do you increase it?

  • Communication - how do you ensure every child is able to communicate their feelings, ideas, wants, and needs and how do you support multiple forms of communication across an entire classroom?

  • Task analysis (how to break down any task, meet a student where they are at, and establish appropriate scaffolding)

  • Positive peer relationships - how to set the stage for neurodiverse children and their peers to build meaningful, lasting relationships.

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