Trauma Informed Positive Behaviour Support
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Ipswich, Queensland, Australia
About the store
Dr Kay Ayre is a Lecturer in Education in the School of Linguistics, Adult and Specialist Education at the University of Southern Queensland where she has been a staff member since 2014. Kay teaches diversity, behaviour management and autism spectrum disorder. Kay was awarded her Doctorate in Education in 2013, for her thesis titled “Disengaged and Disruptive: Behaviour Intervention for Boys from Year Four to Year Seven”. Kay’s areas of interests include: helping teachers develop and maintain positive, inclusive classrooms, teacher understandings of serious disruptive behaviour, positive behaviour support and in-school coaching and collaboration. Prior to commencing work as a lecturer, Kay worked for Education Queensland for many years as a classroom teacher, deputy principal, an advisory visiting teacher in behaviour and behaviour team leader.
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Trauma Informed Social Emotional Learning Bundle: Activities & Resources
Educators report that one of their biggest challenges is supporting students who have problem behavior beyond what might be expected. The extent of this problem is highlighted by recent reports on the rates of expulsion of these students from schools. Social and emotional learning is about learning how to control & express feelings, manage friendships and solve problems. Children who have developed social and emotional skills and it easier to manage themselves, relate to others, resolve confli
PreK - 12th
School Counseling
Trauma Informed Academic Accommodations Bundle
How do you scaffold and support the cognitive and academic deficits associated with the impact of child trauma? In addition to disruptions to brain development, learning difficulties can be the result of several days of missed school, the cumulative impact of undiagnosed and unsupported learning difficulties and ongoing social- emotional difficulties that impact on a student's capacity to engage and learn. This toolkit offers educators trauma informed accommodations & modification to support s
1st - 12th
School Counseling, School Psychology
Brain Based Engagement Toolkit Bundle
Students are experiencing trauma have difficulties in engaging with school for a range of reasons. With the understanding that the brain uses the five basic senses to obtain insight on the world, it is unsurprising that utilising multiple senses increases the probability of engagement and learning. Thank you for investing in learning how to engage your students. I hope this toolkit serves you well. Regards Kay
Not Specific
Music Based Learning Support: Trauma Informed Teaching Resource
Engaging more than one sense when teaching allows more cognitive connections and associations to be made with a concept. It is for this reason that incorporating music with a math lesson can be a very successful way of teaching. For students who have experienced childhood trauma, such patterned, repetitive, rhythmic somatosensory activities can support engagement, calmness and learning in the classroom. There is a growing body of research that sheds new light on intriguing links between music an
Music
Trauma Informed Social Support Planners: Templates and Checklists
Educators can help students take simple, concrete steps to rebuild their social connections and reach out to people within and outside of the school community - including those whom the student may not have thought of as supports. This guide provides you with a step-by- step process to plan for social support for your students. It also provides you with practical tools to develop strategies in collaboration with the student and other key stakeholders.
1st - 12th
School Counseling, School Psychology
Trauma Informed Classroom Acoustics: Strategy Bundle
Students who have experienced trauma frequently also suffer from sensory impairments that make it difficult for them to process and act upon information received through the senses. A student's ability to hear and understand what is being said in the classroom by the teacher is vital for learning. Unfortunately, this ability can be significantly reduced by poor classroom acoustics.Good classroom acoustics are vital for children in any stage of language development - and not just those with heari
Not Specific
School Counseling
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About the store
Experience
Dr Kay Ayre is a Lecturer in Education in the School of Linguistics, Adult and Specialist Education at the University of Southern Queensland where she has been a staff member since 2014. Kay teaches diversity, behaviour management and autism spectrum disorder. Kay was awarded her Doctorate in Education in 2013, for her thesis titled “Disengaged and Disruptive: Behaviour Intervention for Boys from Year Four to Year Seven”. Kay’s areas of interests include: helping teachers develop and maintain positive, inclusive classrooms, teacher understandings of serious disruptive behaviour, positive behaviour support and in-school coaching and collaboration. Prior to commencing work as a lecturer, Kay worked for Education Queensland for many years as a classroom teacher, deputy principal, an advisory visiting teacher in behaviour and behaviour team leader.
My own education history
Dr. Kay Ayre
EdD, MLI, Grad Dip (EC), BEd, Dip Teach (Primary)
EdD (Doctor of Education), Queensland University of Technology
Master of Learning Innovation, Queensland University of Technology
Graduate Diploma Early Childhood, Queensland University of Technology
Bachelor of Education, Queensland University of Technology
Diploma of Teaching (Primary), Griffith University
Member of the Australian Association of Special Education (AASE)
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