Attention: This course has moved to TEALearn and has been phased out of being hosted on ESC Region 13’s E-Campus platform. Enrollment is open for this course now on TEALearn, and you can search for it here: https://register.tealearn.com/.
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Research into the neuroscience of interpersonal engagement suggests that social engagement is a "fuel" for learning. Supportive learning environments foster the engagement of all students including those with autism. When school communities gain knowledge of a scope and sequence of skills and how to facilitate investment, independence and initiation within classroom lessons, we create a positive school climate that is focused on the success of every student. A framework will be shared that fosters social engagement, presenting information in multiple ways, and promoting student participation and relationships. Creating a classroom setting and lesson plans with these elements creates a more desirable and predictable environment for our students to learn. Participants will be able to take away strategies for measuring student engagement, designing instruction to enhance engagement, and building capacity through teacher-to-teacher mentorship.
Intended Audience: Special Education Teachers, General Education Teachers, instructional coaches, parents with students with autism and/or intellectual and developmental disabilities.
Education Level: Beginner. Participants should have knowledge of the venacular used in educating students with autism.
Learning Objectives: As a result of this activity, the participant will be able to…
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Identify at least two implications of social neuroscience that impact how we deliver services in an effective manner.
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Identify three domains of essential instructional strategies that promote active student engagement and positive outcomes.
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Apply a checklist of instructional strategies for fostering the emotional “hook,” providing information in different ways, and fostering student expression within academic activities.
This course is approved for 6 Continuing Education (CE) hours. Student achievement of the learning objectives will be performed through short essay responses. Retrieval of credit will require a short "exit ticket" essay response as well as completion of a short online survey.
This course was developed with grant funding from the Texas Education Agency.
Presenter: Emily Rubin, MS, CCC-SLP
Ms. Rubin is the Director of Communication Crossroads, a private practice in Carmel, California. She was the Director of the Educational Outreach Program at the Marcus Autism Center, an academic affiliate with Emory University and an NIH Autism Center of Excellence. She is a speech-language pathologist specializing in autism, Asperger’s Syndrome, and related social learning disabilities. As a former adjunct faculty member and lecturer at Yale University, she has served as a member of their Autism and Developmental Disabilities Clinic. She recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She is a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS) professional learning approach and the co-author of SCERTS, a criterion referenced assessment tool and framework for social and emotional development. She lectures internationally and provides consultation to educational programs developing programs for social and emotional learning and engagement in the classroom setting.