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THE MARCH 25TH SEMINAR IN LOUISVILLE, KY IS EILA APPROVED.


FACT: 20 percent of all students are diagnosable for a mental, emotional or behavioral health issue.

This seminar will help classroom teachers, counselors, administrators and other school personnel understand how to support this highpotential, neuro-diverse portion of the student population while avoiding an unmanageable classroom environment.

In a single classroom, it is quite conceivable that a teacher might be dealing with five or more different disorders. Some of the most common challenges mainstreamed in the classroom are:

  • Anxiety Disorders
  • Trauma & Stress
  • Early Onset Bipolar Disorder
  • Depression
  • Disruptive Mood Dysregulation Disorder
  • Asperger’s Syndrome
  • Oppositional Defiant Disorder

These issues are often undiagnosed and easily misunderstood – and may be responded to as simple discipline issues. Behaviors that tend to be common to students who are Wired Differently include: disorganization; perfectionism; trouble dealing with change; performance and testing anxiety; social anxiety and over- and under-reacting to adults and peers.

The second half of this seminar focuses on students who exhibit more hostile behavior – temper tantrums, fighting, cruelty and defiance. Typically educators slip into a pattern of coercion and punishment and peers start to reject these students -- often leading to academic difficulties, poor relationships, substance abuse, delinquency and crime. But these students may actually have a Disruptive Behavior Disorder – Oppositional Defiant Disorder, Conduct Disorder and/or Intermittent Explosive Disorder. This session provides effective practices for working with, and reducing confrontations with, these students. It examines each disorder and connects the dots between the three. Attendees will learn why getting tough and zero tolerance do not work and how educators can steer away from power struggles.

You Will Learn to:

  • Restructure traditional practices that often fail.
  • Implement do’s and don’ts for supporting this group of students with dignity and respect.
  • Create a climate that balances between challenge and support.
  • Reduce stigma and create a respectful climate in the classroom and school.