Show Notes
About the Guest(s):
Dr. Emily King is a licensed psychologist with a background in school psychology and a passion for supporting neurodivergent individuals. Her professional history includes working as a school psychologist and providing consultation services for educators and parents. Dr. King focuses on understanding and supporting diverse learners’ emotional experiences, utilizing her expertise to equip educators with the knowledge and tools to foster inclusive learning environments. She is also an advocate for parent-teacher collaboration, aiming to improve the education system for neurodiverse students.
Episode Summary:
In this enlightening episode of the Think Inclusive podcast, host Tim Villegas invites Dr. Emily King to delve into the shifting landscape of educational support for behavior in schools. The conversation offers a compelling snapshot of the evolution that has occurred from a deficit framework towards a more inclusive and neurodiversity-affirming approach in classrooms. Vital concepts such as emotional regulation, behavior prevention, and the influence of neuroscience on understanding student behavior underpin the discussion, offering a rich tapestry of insights into modern educational practices.
Dr. King shares her personal journey through the field of school psychology, touching on how her own experiences as a parent and educator have shaped her philosophies on student behavior and discipline. With a significant shift towards understanding anxious behaviors and patterns, the episode uncovers strategies educators can utilize to anticipate and mitigate disruptive behaviors through rooted comprehension of each child’s unique needs. Listeners will be guided through the nuances of functional behavior assessments and behavior intervention plans, highlighting the importance of adapting to learners’ abilities for effective teaching.
Transcript: https://otter.ai/u/WwJu-DxoZpu8AwjwPp830QTjd0s
Key Takeaways:
- The transition from a deficit model to a more compassionate, neurodiversity-focused approach has reshaped support for student behavior.
- Functional behavior assessments and intervention plans need to align with the child’s developmental stage for them to be successful.
- Preventing disruptive behaviors involves understanding the underlying motives and patterns rather than focusing solely on the behaviors themselves.
- Educators must strive to create classroom environments where students feel safe learning, expressing themselves, and navigating challenges.
- Embracing inclusive educational practices calls for training programs that prepare teachers to support an increasingly neurodiverse student population.
Resources:
Dr. Emily King’s website: https://www.learnwithdremily.com/
Emily’s Substack: https://learnwithdremily.substack.com/
The optimum context for learning; drawing on neuroscience to inform best practice in the classroom: https://explore.bps.org.uk/content/bpsecp/33/1/75
Thanks to DCMP for being our sponsor this week: https://dcmp.org/
MCIE Summer Institute: https://secure.givelively.org/event/maryland-coalition-for-inclusive-education-inc/mcie-summer-institute-2024
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