TEXT

Studies show that approximately 20 percent of all students are diagnosable for a mental, emotional or behavioral health issue. This seminar will help counselors, teachers and other professionals understand how to support and teach this high-potential 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 4 or 5 different disorders. Some of the most common challenges mainstreamed in the classroom tend to be:

  • Anger Disorders
  • Bipolar Disorder
  • Post-Traumatic Stress Disorder
  • Oppositional Defiant Disorder
  • Obsessive-Compulsive Disorder
  • ADHD
  • Anxiety Disorder
  • Aspergerís Syndrome
  • Borderline Personality Disorder
  • Reactive Attachment Disorder

These issues are often undiagnosed and easily misunderstood ó 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
  • Over- and under-reacting to adults and peers

The goal of 5 Keys to Help Educators Work with Students Who Are Wired Differently is to provide you with key insights and approaches to help you prevent disruptions and distractions, while maximizing the abilities of students with these unique challenges.


LEARNING OBJECTIVES:

In this information-packed seminar, you will learn to:

  • Recognize common misunderstandings educators sometimes have about these students.
  • Restructure traditional policies and practices that often fail with these students.
  • Implement doís and doníts for supporting these students with dignity and respect through:
    • Assisting with organizational challenges
    • Building an environment that minimizes perfectionism
    • Controlling change, while helping students deal with it
    • Creating a climate that strikes a balance between challenge and support
    • Helping smooth social interactions
  • Reduce stigma and to create a respectful climate with a particularly challenging classroom situation
  • Develop practical ways to prevent students from riding the mental health escalator
  • Integrate other successful approaches to reach students with emotional, mental and behavioral challenges



*In case of an emergency, another qualified presenter will substitute