Trauma-informed Teaching: creating safe, inclusive, and engaged classrooms
Date: October 23, 2026 (9:00am – 3:00pm)
This professional development focuses on using trauma-informed practices to help create safe, inclusive, and engaged classroom environments. Educators will explore how trauma impacts brain development, behaviour, emotional regulation, and learning. The goal is to create classroom environments where every student feels valued and included.
Participants will learn practical strategies to support students who have experienced trauma, including those with autism and diverse learning needs. By understanding trauma, educators can focus on the use of positive behaviour supports, restorative practices, and social-emotional learning to build resilience, improve well-being, and support student success.
Figuring out the ‘why’ of student behaviour and how to develop strategies that teach adaptive and effective ways for students to get their needs met.
As many schools have teams to develop and implement Behaviour Support Plans, understanding the ‘why’ of the behaviour is a critical component to the development of strategies that are chosen to help improve them. In this one-day workshop the participants will first learn what behavioural functions are, and how these are different than just looking at how a behaviour looks or sounds. They will learn the multitude of ways in which teams can figure out the ‘why’, and how the functions may be different in different context, situations, or change across time. Finally, in the second half of the workshop, participants will learn which strategies are generally recommended to start with that respond to each different function in order to teach the student adaptive and effective ways to get their needs met.
Unlocking the World of Reading: A Comprehensive Workshop
Date: Coming 2027!
The Science of Reading has provided a body of research that explains how individuals learn to read and best practices for reading instruction. This workshop will synthesize that evidence, break-down why some students have challenges learning to read, discuss specific strengths and stretches that students with ASD may present with, and present research-backed instruction that teachers can incorporate into their classroom to support reading development for ALL students.
