Articles tagged inclusive classroom
What feels good? What is helpful so you can learn? Often, it’s not a thing at all!
Taking time to ask key questions to help children self-identify how they feel, and get what they
need to feel well, do well and be well is positive communication. It strengthens connection,
engagement and critical self awareness skills that lead to self advocacy.
Neurodiverse brains find the executive management and nuance of the speaking, listening and thinking process more challenging. Developing your understanding of neurodiversity can avert miscommunication between neurotypical and neurodiverse people, especially if there is a working relationship between a neurotypical adult and neurodiverse child.
CLiF has served over 350,000 children since 1998.