The primary goals of inclusive experiences for young children with and without disabilities include: a sense of belonging, positive peer relationships, and friendship formation. However, children with disabilities, social emotional delays or behaviour that is challenging are likely to need increasing levels of support to learn critical social skills that lead to friendship formation and a sense of belonging.
Dr Mary Louise Hemmeter will discuss:
- the importance of supporting positive peer relationships,
- strategies that can be used to support social emotional learning,
- the critical need for individualising these strategies, and
- how to collaborate with families to support children’s social emotional development.
Dr Mary Louise Hemmeter is a Professor of Special Education at Vanderbilt University, Tennessee, U.S.A. Her research focuses on effective instruction, supporting social emotional development and addressing challenging behaviour, and coaching teachers.
This workshop aligns with the National Quality Standard:
- QA 1, 1.1.2: Child Centred
- QA 2, 2.1.1: Wellbeing and comfort
- QA 6, 6.2.2: Access and participation
Professional Standards for Teachers:
- 1 hour of elective PD towards maintaining NESA accreditation can be claimed under:
- Standard 1: Know students and how they learn
- Standard 4: Create and maintain supportive and safe learning environments
N.B. This professional development activity can be used towards teacher identified hours. Teachers need to record this activity in their NESA logbook.
