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Social Emotional Engagement Within a Universal Design for Learning Classroom - Nov.30

Social Emotional Engagement
Within a Universal Design for Learning Classroom

Presenter:  Emily Rubin, M.S., CCC-SLP

November 30, 2017 - Avon, Indiana
Sponsored by the Indiana Resource Center for Autism
In Collaboration with Avon Community Schools

Workshop Overview

Research in the neuroscience of social emotional engagement fosters our ability to educate children with social emotional learning differences while supporting a universal design for learning for all students. The Social Emotional Engagement – Knowledge and Skills (SEE-KS) program will be shared as a framework for fostering social emotional 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 take away strategies for measuring student engagement, designing instruction to address SEL competencies, and building capacity through teacher-to-teacher mentorship.
Learning Outcomes
  1. As a result of this activity, the participant will be able identify implications of social neuroscience that impact how we design lesson plans.
  2. As a result of this activity, the participant will be able to identify three essential instructional domains of social emotional engagement that contribute to a positive learning environment and the development of social emotional learning competencies.
  3. As a result of this activity, the participant will be able to apply a checklist of instructional elements for fostering student engagement in a range of educational settings.

Presenter: Emily Rubin, MS, CCC-SLP

Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center, an academic affiliate of Emory University and an NIH Autism Center of Excellence. She has served as a member of an 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. Her publications have focused on early identification of autism, using a developmental framework for evidence-based practices, and implementing augmentative communication supports within natural routines to foster social and emotional competence. She is also the co-author of the SCERTS Assessment Process, a criterion-referenced assessment of social and emotional development. She lectures internationally both in-person and through distance learning. Currently, the focus of her work is on supporting community-based educational systems to build internal capacity for supporting social emotional engagement and social emotional learning competencies within classroom lessons.

Date & Location
  • Date:  November 30, 2017
  • Hosted by Avon Community Schools:
  • Avon Middle School ... more

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