Attention Span of a Nat

16/01/2023

❤

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13/12/2022

02/12/2022

I love this quote. You simply cannot separate autism from the person! Love them for all that they are.

27/11/2022

25/11/2022

Remember when our emotions are high we are in survival mode. The ability to use our logical part of the brain is limited.

When emotions are overwhelming for us or our children, try and take a moment to calm before jumping in. That doesn’t mean that we don't do anything. It just means that we don't need to respond in that moment. Let's face it, when we do react in a moment of high emotion, it usually escalates the situation.

Remember things don't have to be perfect.

20/11/2022

A great reminder.

09/11/2022

GENIUS

07/11/2022

The mass exodus of children from mainstream schooling, my own included, along with the ongoing challenge of teacher retention in the field is huge at the moment and says a lot about the deficiencies & inadequacies of the current system.

This is not going to be fixed by throwing money at schools or teachers.

It's the SYSTEM that needs to change.



(Image Description: Teal background with white text that reads: The mass exodus of children from mainstream schooling, my own included, along with the ongoing challenge of teacher retention in the field is huge at the moment and says a lot about the deficiencies & inadequacies of the current system.

This is not going to be fixed by throwing money at schools or teachers.

It's the SYSTEM that needs to change. )

06/11/2022

This is incredible! 🧠

Get the template here: https://ellenjmchenry.com/brain-hemisphere-hat/

05/11/2022

Didn't like any of the fidget rules or expectations I found online so I made my own 🤷🏼‍♀️ Some of my least favorite and most perplexing rules that I saw while searching, and how I would replace them:
"Look at the teacher, not at the fidget."--> Look wherever you need to remain engaged in the lesson.
"Using a fidget is a privledge." -->Using tools to support your learning is a right.
"Fidgets should not make noise." -->Fidgets should be quiet enough that they do not prevent others from learning.
"Before you use a fidget, ask yourself if you *really* need it." -->All students can decide what tools are helpful for them through exploration and self-reflection.
"Do not let others notice the fidget."-->If your peers ask about your fidget, remind them that they can get one from the classroom tools table, too!
What would you add to create respectful, affirming expectations around the use of fidgets?
Edit/update: Wow, did not expect this to get so much attention. I didn't love the "rules" I came up with, so I am SO grateful for all the amazing people providing feedback. While I think guidelines are important for safety and access to learning, I also in no way want to prevent or limit students' attempts at regulating. Also for clarity on two things:
1. Students should always have free access to breaks. If a fidget isn't cutting it and/or isn't being used safely, it's possible that a break is needed.
2. This was designed for a single student who needed more explicit rules. I don't recommend taking this and using it for all students without collaborating and problem-solving with them around how they will use this tool.
[ID: A piece of paper sits on a desk surrounded by a variety of fidgets. The paper is labeled "Fidget Rules" and lists the following rules with visual supports: "I can choose one fidget to use at a time," "The fidget stays in my hands, on my desk, in my lap, or on the floor beside me," "My ears are still listening while using a fidget," "I follow teacher directions amd classroom expectations while using a fidget," "If I can't complete and assignment while using a fidget, I will put it down so I can work."]