Inclusion of Special Education Students

Every Student Matters: Cultivating Belonging in the Classroom

This educator discusses how if students feel anxious socially, they will not be open to taking academic risks, so building a culture of belonging has become his greatest priority. He clarifies what he means by “belonging;” it’s not about “fitting in”—students’ individuality and uniqueness should always be valued. Belonging in the classroom means ensuring that all students feel welcomed, comfortable, and part of the school family. These five strategies can help ensure that students feel they belong in your classroom. 

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Tailoring Trauma-Focused Cognitive Behavioral Therapy for Youth with Developmental Disabilities (TF-CBT IDD) and their Caregivers

This guide is intended for clinicians who have completed basic training in TF-CBT two-day live training conducted by a certified trainer and follow-up consultation calls. This is not meant to be a stand-alone training in itself, but a guide to clinicians in schools who want to understand how trauma impacts youth with hopes of enhancing clinician comfort and flexibility in working with youth with Intellectual and Developmental Disabilities.

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Social Stories

Social stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. This site offers lots of information and ideas about understanding and creating social stories.

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Six Ways to Foster an Inclusive and Autism-Affirming Approach to SEL

Inclusive and autism-affirming SEL can reduce bullying and the need for masking by fostering understanding and acceptance of autistic students’ social and emotional differences. Inclusive and autism-affirming SEL can also support autistic students’ social and emotional needs by providing accommodations and aiding in the development and maintenance of skills that work with, rather than against, their brains. This article explores ways to make SEL inclusive for students with autism.

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