Nurture Support for Arts practitioners
Here we will take a broad look at the nurture approach, the key principles and how this looks in practice in Scottish schools. We will then take this into our own experiences and look at how it can be applied within the groups and individuals worked with. Music is such a powerful resource and can be a wonderful creative outlet for young people, so how can we apply consistent strategies and practice to ensure accessibility for all pupils.
In this session we will discuss:
- What is a nurturing approach and why do we need it?
- What are the key principles of a nurturing approach?
- Viewing behaviour as communication, and how to balance high expectations with a caring approach.
- Music and nurture, how to build your class around positive relationships and place inclusion at the heart of your practice.
Karen is an Additional Support Needs (ASN) education, inclusion champion and teacher.
She has worked in the sector for over ten years and is passionate about all things ASN/SEND, especially helping other professionals increase their confidence., knowledge and opportunities for inclusion.
She currently works for East Ayrshire Council, has written for TES and reaches out to other professionals via her podcast – Scottish ASN Teachers and as a presenter on Hug Radio
Karen has recently published a new book: Good Autism Practice for Teachers: Embracing Neurodiversity and Supporting Inclusion. This is an accessible guide for all trainees and teachers, providing practical, evidence-informed ways to support neurodivergent learners that will also benefit all pupils. It takes a close look at the theory around autism, including procedural /semantic memory, executive functioning, expressive/receptive language, sensory integration, behaviour as communication, and the importance of emotional literacy, co-regulation and resilience. It then delivers plenty of practical advice and suggestions to incorporate these ideas into day-to-day teaching, presenting high quality strategies to promote positive relationships and maximise teaching and learning outcomes. The book moves away from labels and encourages good inclusion practice to address the full range of needs in both mainstream primary and secondary classrooms.
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