ADD/ADHD: No Two the Same
The second most inherited condition, ADD/ADHD is marked with, among other affects, performance inconsistency. If left undiagnosed or mis-diagnosed, ADD/ADHD will significantly disrupt a child's academic productivity, self-management and emotional stability. Myths about the disorder abound, yet twenty-first century science has provided new insights and understanding.
Love and Logic: Meeting the Challenges of Challenging Students
How do we take the next step from learning and understanding the principles of Love and Logic to the application and use of these principles in daily educational practice? How do we transform daily practice with individual students, a classroom, a school building? What are the most widely used practices that will benefit teachers and administrators alike?
Thinking about Thinking: How Neurodevelopment Can Frame Universal Design for Learning
As an educator, your choices regarding the use of time and space, presentation modes and student production options fit within the boundaries of instructional design - the basis of your work. Informing these decisions are your beliefs and understandings of how both you and your students learn. Neurodevelopment provides a framework for student success or failure. The "goodness of fit" between the students, teachers and their lessons is the foundation for thoughtful instructional design decisions. This Thinking about Thinking interactive session will deepen your understanding of the subtleties and complexities of thought, while offering a foundation for Universal Design for Learning.
Inclusive Schooling: Are you Ready for the Challenge and the Blessing?
Have you always wanted to include students with Cognitive Impairments, Autism or Down Syndrome in your school? CLC Network has been at the forefront of the Inclusive Education field for over 20 years, serving as consultants to schools across the nation. Discover how you can create a complete learning environment in your school by implementing sound plans that recognize and interpret the learning needs of children with disabilities.
Response to Intervention: What Every K-5 Teacher Should Know about the Latest in Literacy Education
From the five pillars of reading to the use of benchmarking and progress monitoring, the Response to Intervention (RtI) model has helped millions of struggling readers regain their grade level competence. Research has shown that grade level reading in the elementary years is a must, and the RtI model can help you ensure that remedial interventions for struggling readers are implemented swiftly and on target. Through CLC Network's RtI program, we will examine its basic components and talk about practical considerations when applying reading benchmarks, accompanied by quick and easy progress monitoring routines.
Fifty Teaching Tools in Sixty Minutes: A Very Practical Teacher Training for K-8 Educators
Are there struggling readers and writers in your K-8 classroom? Are more than a few students squirming in their seats? This fun, fast-paced session provides a toolbox full of ideas to support students in the areas of reading, writing, visual acuity, attention skills, and sensory system support. Your students will enjoy fifty fresh, practical exercises that make learning more intriguing.
Autism Spectrum Disorders: What They Are and How To Respond
One of the most effective tools in allowing individuals with Asperger Syndrome or Autism to be successful in the educational setting is arming your staff and students with information about Autism spectrum Disorders (ASD). CLC Network's ASD workshop not only covers essential diagnostic information, but also several practical strategies and well-researched techniques for creating a positive learning environment for each student. Upon completing this seminar, you will feel confident entering your classroom with strategies to support the needs and gifts of those with ASD.
One Size Doesn't Fit All: Differentiating Instruction in a General Education Classroom
When it comes to teaching, one size doesn't fit all. Students have varying backgrounds, strengths, limitations, interests, learning styles, preferences and needs. Some learn easily, while others struggle. How do educators address these differences? How do we go about meeting state standards with so many diverse learners? How can we possibly distinguish instruction in a whole-group setting, or assess such broad learning needs? The answer is differentiation. Based on best practices in education today, the One Size Doesn't Fit All seminar will actively engage you in using differentiation strategies, while teaching you the "Nuts and Bolts" of the practice.
Brain-Based Learning: Building Compatible Classrooms
What's the buzz all about? A basic understanding of how the brain is constructed and how it works can help any teacher be more effective in the classroom. Hear how to construct a classroom based on the latest brain research - from creating a brain compatible classroom environment and organizing your day, to teaching strategies that encourage optimal performance. This CLC Network seminar will bring you up to speed on all the latest development.
Additional Topics
Positive Behavior Support Systems
Common Classroom Accommodations
Movement and Learning (Brain Gym)
Understanding Learning Styles
Anxiety and Depression in the Classroom
Homework Strategies That Work
Helping Kids Include Kids with Disabilities
Sensory Integration
Circle of Friends
Managing Kids with Challenging Behaviors
Parts is Parts - Establishing Healthy Boundaries
Creating a Modified Curriculum
Co-Teaching/Team Teaching
Section 504 and Transition Plans
The Mind That's Mine - Promoting Understanding and Growth in Your Students
Presenters
See Staff page under School Services and Evaluation Services for Credentials
Mary Ashby
R.H. "Bear" Berends
Douglas Bouman
Pam Maat
Barbara Newman
Philip Stegink
Rebecca Tubergen
Gregory Yoder
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"I feel honored and extremely blessed to work with and be associated with a group of such high caliber! I am especially reminded of this when attending special education seminars in which my CLC Network colleagues are present or are leading." |
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