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Findings of research in social neuroscience has made us more aware of the important role we have to ensure our learners feel connected and engaged in order to learn, develop literacy skills and academic milestones.  This session will focus on creating a universal design where engagement is a “fuel” for learning across the neurodiverse learning styles of our learners.  Consistent with a Universal Design for Learning (UDL) framework, SEE-KS provides freely accessible tools that participants will be able to use for measuring student engagement and enhancing instruction to get the “hook,” present information in different ways, and foster different modes of expression within everyday classroom lessons.

 

Presented by Emily Rubin, MS, CCC-SLP

Emily Rubin is the Director of Communication Crossroads in Palm Desert, California, a private practice specialized in providing professional learning focused on helping families, caregivers, and educators create positive learning environments focused on relationships and an appreciation of the neurodiversity of children. She is a speech-language pathologist who is passionate about the relationship between social emotional engagement and the development of language, learning, and well-being. She is a co-author of the SCERTS Model and a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS). These approaches provide a framework for social emotional engagement and learning that are: 1) ecologically valid to the demands of achieving academic standards, 2) sensitive to the unique needs of students with social learning differences such as autism, and 3) can serve as a universal design for learning that benefits all of students and young children in order to promote positive long-term outcomes. She lectures internationally and provides ongoing technical assistance to school systems and other agencies that care for children and their families.