sydney chapman

[sydney chapman @sydneybee_3]

@morganauhistory I think a good way to discuss trauma with students is definitely important. However I think it’s something they need to be eased into. I feel like there is age appropriate ways to discuss trauma and those are not equal to the ways adults discuss it

[sydney chapman @sydneybee_3]

@hannahp_au I think it requires a balance of sort. Both informal and formal assessment. That way they are familiar with the format if they need to take a formal assessment but they are also provided with opportunities to express knowledge in a less formal setting

[sydney chapman @sydneybee_3]

“Invisible things like human relationships these are difficult for us people with autism to get our heads around” (pg113) How can we create a space for autistic kids to form social relationships while still maintaining boundaries? #auctee3100book21 https://t.co/U1KgDNBd2R

[sydney chapman @sydneybee_3]

@jjj002521798 I think having class outside could be really beneficial to kids with autism. I also think just working to make sure students with autism are close to windows and allowed time to take breaks where they can be surrounded by nature

[sydney chapman @sydneybee_3]

@abbeyengles I am 100% the person who wants to win!! I find it hard to be more relaxed in situations in which it could even a little be a competition.

[sydney chapman @sydneybee_3]

“The noises that get to people with autism vary from person to person” (pg 82). Naoki is discussing how hard sounds are for people with autism. What can we do as educators when a child with autism is overwhelmed by loud noises? #auctee3100book21 https://t.co/nE1WwIhIrM

[sydney chapman @sydneybee_3]

@MaryGraceMills4 I think it takes a lot of clear communication to bring respect and equity into police heavy schools. It requires both attendants and police force to be understanding and explain clear boundaries of what exactly the police are able to do and not do.

[sydney chapman @sydneybee_3]

@ReillyDavis13 I think it’s so important to know the trauma of your students because it keys teachers in on what motivates/ discourages students. It also helps us avoid triggers with students allowing us to form stronger connections. We can also provide needed support!

[sydney chapman @sydneybee_3]

“But it’s not that we won’t talk- it’s that we can’t talk and we’re suffering because of it” (pg. 40). It’s easy to fall into the stereotype that people with autism can’t communicate. What can we do to bridge the communication gap? #auctee3100book21 https://t.co/8kaBmB272J

[sydney chapman @sydneybee_3]

@SarahReier Ways we can show them validation is by taking the time to understand more about autism. This knowledge will provide us with tools for better communication with them. I also thinking patience is key, allowing them the space to express themselves in whatever manner they can.

[sydney chapman @sydneybee_3]

@RebeccaFriday14 I think it comes down to a lack of intention. I think it’s easy to just be aware of what’s in your own sphere. It’s important to be aware of others around you and make sure you’re always inclusive.

[sydney chapman @sydneybee_3]

“What kept me hammering away at it was the thought that to live my life as a human being, nothing is more important than being able to express myself.” (p. 34) How can we further challenge ourselves to be receptive to atypical communication styles?

#auctee3100book21