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Hi, my name is Jordan. I am a special education teacher from the UK. I share my passion for

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everything communication, sensory regulation and fun lesson ideas for my classroom of disabled

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pupils aged 4 to 11. Each week I am joined by experts in the field answering your questions

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and sharing our knowledge and experience working alongside our beautiful young people. Let's get started.

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Hello everybody. Every Monday I go live on here to answer all of your questions because I often

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can't get into all of the comments and the DMs anymore which is amazing but I like to kind of

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have this personal chat with you all which is lovely and we always get some really awesome

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questions. Okay, what could we try with a child that's non-verbal apart from saying no that trashes

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everything and laughs? Yeah, it's part of the game right? You say no, he laughs, he throws, you get

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even more frantic and you say no again and it's part of the game. He's learned that that's a great

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way to get that interaction and build that relationship so the answer is to build him an

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even better way of building that relationship and that interaction. I love chasing games or tickle

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games or wrestling games. It's often really popular, something really physical and that they get into

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and then they can ask for that in a more appropriate way so I use the sign more and then that kind of

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builds that interaction. It's really lovely so yeah just try and flip on its head and do tickle

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games and you can still say no like that tickle but make it something more appropriate maybe more

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safe than throwing. How did you find it when you had to do a mainstream placement for your teach

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training? So my whole training was mainstream even though I knew I wanted to do special ed

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so basically my history is I've got a degree in acting and then I did a PGCE for one year

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in primary education because there wasn't an option back then to do special education. I

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think there is now so I definitely would have done that because before I did my degree for a couple

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of years I was a teaching assistant in a special education school and that's what made me want to

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do teaching in the first place so I knew I wanted to go into special ed but I had to yeah do primary

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education degree just to learn. I had to kind of get in the right mindset but all the way through

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I was like this is an absolute waste of time like none of this is relevant. I just thought this is a

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complete waste of time when I was learning about pi corbit and phonics this and I don't know whatever

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certain maths methods but yeah my the year groups that I was in my first year group was year six so

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again like teaching things that I've never had to teach since but I have taught that age since so

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that was really good for social reasons to know where they're at and physical reasons to know

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where they're at so that's actually quite useful and then my next placement was in year one and my

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first class that I had for five years was at a year one level and they were year six age so actually

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all the way through my training I thought this is not useful but then I ended up teaching a class

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the age of the year sixes and the ability of the year one so actually it was incredibly useful.

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I got a job where I used to TA at straight after my degree I started as an underqualified teacher

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in the May so straight away and yeah and then I then the learnings really started from then.

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I had an amazing group of teaching assistants that year and I had them for the five years that

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just dragged me through the first two years because my goodness it's so hard it's so different than

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me my degree didn't teach me anything about that and my PGCE taught me barely anything

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um that was actually relevant to my class so it was lots of learning from the teaching assistants

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lots of training days luckily my school back then was really hot on training days I did I went to

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London lots and did lots of amazing training with amazing people and worked with speech language

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therapists and occupational therapists that were part of the school and just learn and learn and

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just try to absorb everything like a sponge and now I'm where I am today but yeah back then I knew

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nothing. Have you ever worked in mainstream? Yes that's kind of my question was yeah I haven't

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worked in mainstream I've always been a special education teacher but I have supported some

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children in mainstream freelance and I did my training in mainstream and my class is a special

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provision class but it's attached to a mainstream school so I feel like I know what goes on and I

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come up to date with mainstream practices and and the challenges that go on there as far as

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special education as well. Oh hi Jordan hope you're okay just wanted to say I think you're

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amazing teacher and inspired me to teach special needs what a lovely message thank you Regan

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that is so lovely it's such a wonderful way of teaching if you're creative and a little bit

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rebellious and like to think outside the box then special education is a really really amazing way

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of teaching and it's yeah it's it's really creative and even though you're set in routine

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because that's really important no day is the same so yeah if you like that then special

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education is a really good one. As an early career teacher in mainstream with 50 percent

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social needs in my class your resources and ideas have helped so much my goodness Kate how are you

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doing that 50 percent sen it's just huge it's just a sign of the times isn't it it's just a sign that

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there is not enough special needs schools out there but well done Kate for just yeah doing it

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and that is that does motivate me to keep sharing because my goodness if I knew nothing as a new

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teacher in an sen school with two years teaching assistant experience behind me an amazing TA

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supporting me that knew exactly what to do and speech language therapist occupational therapists

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in my room and only 10 kids and I struggled like god hats off to you girl that is not easy

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do you do Montessori curriculums I don't do Montessori curriculums I've never done Montessori

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however it do follow some people on here that do and it does look interesting I can see how it

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works for some children and some families I totally can see it it seems really good at

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encouraging independence and encouraging like some maturity and responsibility which I really

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love actually so yeah I would like to learn more about it my five-year-old is classes of flight

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risk when do you think he'll grow out of it this is really challenging it's so scary and it

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it limits yours and their world so much when they're runners or alopers I can't say when

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or if he'll grow out of it all I can say I've worked with children of all ages from two

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or younger to 19 and some of them grow out of it and some of them find they're really safe and

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actually quite passive once they've gone through the teenage years but others don't and it's really

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hard to know it's really really hard yeah we we rely a lot on coded door locks and window

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locks and hiding keys and fencing and stuff it's so hard isn't it and trying to get out safely

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out and about is feels like such an impossible challenge yeah especially if you don't have a big

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support network of other people that can go with you it's been really hard

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benefits of swimming for neuro disorder conditions interesting question but benefits of swimming

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swim with my class every single week every single Friday and there are so many benefits

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first of all obviously the fitness benefit because we're all in the water which is great

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but also by being in the water I've noticed that relationships between my students and my adults

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have really gotten so strong I think there's something quite trusting about being in the water

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together you haven't got the same pressures as in the classroom and there's no targets or no you

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know learning objectives or whatever it's just being together present in the moment and I've

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really noticed some beautiful relationships forming between children and between adults

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and children in the swimming pool which wouldn't have happened otherwise so I love it for that

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I also love it for teaching safety we walk to the pool every week and and obviously the safety

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in the water as well so it's really great for modeling road safety and yeah safety around

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water and slipping and running and all of those kind of things and listening to instructions

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it's also really great for learning to get dressed and undressed more independently because you've

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kind of got a bit of time to do that and when you don't normally in the classroom yeah it's really

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good for so many things far more than just learning to swim and I love taking my class

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every week it's an absolute joy seeing their faces just light up and it's such a great sensory

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activity that meets so many needs the only need it doesn't is because of the echoey and loud

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kind of pool space but proprioception obviously the water touching every part of your body

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vestibular because we're chucking them around they're falling off the floats and they're going

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under the water it's so great for vestibular it's great it's great for auditory processing

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because they're tolerating the sounds and the echoes in the water or they put their ears under

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the water if they want it a bit more muted they've got complete control over that

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yeah it's just it's so great for all the senses taste I suppose because they drink all the water

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not ideal but they it happens I've been doing bucket time stage one to three but my child is

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not interested anymore been doing it for over a year now if they're not interested that is not

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a them issue that is an us issue as adults so just try and change it up maybe it needs to be

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like different resources or louder or bigger or maybe like just don't use a bucket use a box or

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a bag just try and change it up make it new put it in a different environment so maybe take it outside

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or take it in another room put it under a table you know you could still do the same things that

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it can be like refreshed make it a little bit more exciting yeah I always say if your child isn't

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interested or wanting to come over to bucket then that's fine but if you're not interested

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to come over to bucket then that's an us problem and we need to kind of change it up and make it

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more exciting because it needs to be absolutely irresistible to them otherwise we're not doing it

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right have you ever found your sensory profile or way of experiencing affected by being with autistic

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people a lot that's really interesting question I definitely am neurodiverse myself neurodivergent

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myself should I say neurodivergent myself and I'm definitely more aware of my neurodivergence

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because I'm around neurodivergent people it shone a light on how I manage myself in my body in my

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life and how my brain works for sure it's not because I'm with them but I'm like that I was

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like that anyway it's just an awareness and because I'm talking about and looking for

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meeting their needs all day every day it then makes me hyper aware when I get home of meeting

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my needs and why I'm doing certain things for example when I get home I want to eat snacks

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and I want to have a bath and that is because I want those crunchy foods and like salty foods

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that feel good in my mouth for a bit of yeah stimulation in that way and I want to have a

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bath because it just relaxes me it keeps me in one place I can't use my phone in the bath it keeps

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me away from that and like that yeah that proprioception property is just like in swimming

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it just holds me and grounds me I also respond really well to weighted blankets and certain music

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like brown noise I respond really well to so I'm just kind of like more aware of myself because I'm

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so aware of my students um yes I would say my sensory profile is just more aware to me because

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I work with people that are also a sensory regulation interestingly all the best staff

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I've ever worked with on neurodivergent because they just get the children they can read them

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they totally understand they're so empathetic and yeah they just they just get it um I wish I could

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come and work for you oh my god wouldn't that be so fun if we just have a massive party all the

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autistic students and all the caregivers together that would be so fun pretty overwhelming I say

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fun I would actually get so overwhelmed by that but in theory it's fun I've had to become a teacher

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I want to become a SEN teacher but don't have a degree so can't do a PGCE there are lots of

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ways if you don't have a degree you could do a degree in uni or you can do a from home like

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remote degree and you can even do it part-time it just takes a little bit longer lots of different

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ways of doing it I think there's even degrees in education special education now whereas there

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wasn't a degree in special education when I trained um what sort of freelance have you done

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oh my goodness I've done so much so um my first freelance so I used to be a full-time special

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education teacher I did that for 10 years in a special needs school and then I um I first went

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out and trained to be a foster carer and I that's it could be a freelance job and you can do it as

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respite or you can do it as an emergency so you don't need to do it full-time um but I actually

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did it a little bit and then enjoyed it so much that I actually left teaching for a bit and did

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it full-time so foster care I've done is freelance and I've also made uh toys those little sensory

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toys and wooden toys because there was a need for that I've also visited schools and given some

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consultancy on their classroom setups or what they can do to support their children or profile

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their children I've written or supported referrals or for EHCPs I've done that I have been a private

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teacher or private tutor for SEN I've been a supply teacher for SEN there's so many different

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ways once you've got that teaching degree there are so many different ways that you can use it

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for freelance I've never ever struggled to find work even when I moved to Cornwall which was six

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hours away from Essex I found work straight away because of that degree I've sat my own forest

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school I've worked in alternative provision I've supported children out of education like I've done

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all sorts because of that degree I've worked in a daycare in Canada I went to Canada for a season

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and on a snowboard like ski season and worked in a daycare because of my degree so yeah it's never

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stopped me I've done all sorts of different things I think that's why I can kind of relate to all

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these different questions all these different people that follow me because I've done so many

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different things so yeah I've gained experience in so many different places whereas actually

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in the 10 years before when I was only in one special needs school I learned loads but my

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range of understanding wasn't yeah it wasn't it wasn't a range of understanding it was quite

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limited I knew it really well but I only knew that way whereas since then in the most recent

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10 years since that I've worked with so many different people in so many different places

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in so many different ways so many different types of children but actually I've learned even more

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even more and even more useful because it's just so varied how do you look after your own mental

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health I imagine it can be overwhelming holding space for others every day good question Beth

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yeah as caregivers as any caregiver I would say whether you're a parent or work in hospital

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or work in school or any caregiver when you give so much of yourself every day and when you're so

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empathetic and so in tune with the person you're giving care to if you're doing it really well and

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so many do it is so easy to get burnt out because you're giving so much of yourself all the time and

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I still haven't worked really worked out my husband will tell you I still haven't really worked out

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how to avoid that I think the whole of school holidays help because there's lots of those

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and but I'm still trying to work it out this recent holiday so in Easter I started some gardening I

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found that was really lovely and for my own mental health and every Wednesday evening I've

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joined a free gardening course it's local to me and I'm finding that really good I also do a board

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game night every every Tuesday night with friends and that helps me because that's a bit of a you

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know something for me but I'm honestly I'm still trying to work it out I haven't quite worked out

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that one yet struggling with planning for bucket time I've seen you have planning how many activities

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ideas are there if I were to purchase so the the planning is five pounds and it's four years

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worth and it covers 12 topics and then it rotates so basically I do a topic every term for four years

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and then I start back on year one again there's lots of ideas there's pictures on my website if

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you want to see an example I'm happy to send you more information if you want that and then every

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and then every link every statement or idea is clickable so it either takes you to the lyrics

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of that song or a video of me doing it or it takes you to where to get the resources from or

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something so there's kind of like it's it's more and I don't know how many pages it is yeah and

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then there's also an assessment tool as part of it as well so you can assess and show data on

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the improvements of engagement and attention and speech language and attainment and all those

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kind of things for bucket time so that's as part of it as well for five pounds okay how to deal

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with toilet regression in an 18 year old trained fully at 13 now almost fully incontinent unable

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to recognize need for the bathroom but no medical conditions present yeah that would be my first

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thing would be to speak to a school nurse or to speak to a medical professional to see if there's

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any physical reason why if everything has been ruled out there's no physical reason

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then it could be a sensory thing a sensory need that is being met toiletting is often really hard

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for I don't know if they're on the spectrum but um toiletting can be really difficult for people

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on the spectrum it was explained to me once by somebody diagnosed with autism that going to the

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toilet is almost like losing a limb like it feels like part of you and you're leaving it there and

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that can be really distressing so maybe something's triggering that anxiety and that stress that is

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then like for some reason being attached to toileting and there could have been that a

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trigger there maybe go down the psychological route maybe speak to cams or an educational

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psychologist about what could be going on there for for them because if it's not medical or physical

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it would most likely be sensory so maybe occupational therapy or psychological so

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i'm a clinical psychologist hey jordan what do you look for when looking at a school to work in

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that is such a great question when i looked at my current school i didn't even go for the job

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that i am in now at all actually i went i saw an advert for a behavior support teaching assistant

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and thought i'd been out of teaching for a couple of years and i was ready to go back into it well

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i was ready to go back into school again i didn't really want to be a teacher again because from my

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memory it just was stressful and really exhausting and just completely burnt me out and i was finally

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feeling good again and i thought i don't want to be a teacher again but i really miss the kids

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um so i've yeah i found a job advertised for a behavior specialist like support assistant

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at my local school only a couple of minutes away from me and i thought great i'll go for that and

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in the interview they walked me around and as part of the interview they showed me my current class

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now my current room this is amazing you've seen if you've seen my account i've pinned it at the

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top my the room is amazing there is four or five different rooms as part of my classroom there's

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a sensory room there's an amazing garden to only 10 kids loads of adults it was completely set up

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perfectly how i like it schedules visuals everywhere the ability of the kids is exactly

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what i'm passionate about yeah and then i just mentioned it to the head teacher i was like

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you know what i used to do right and this sounds really good but at the time there wasn't a teaching

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role available so i became a teaching assistant in that room an hlta in that room and then now

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me and that current teacher i do it share part-time i muscled my my way into teaching it

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but honestly the the class and the classroom sold it to me and so that was what i look for if you're

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looking around i would look for how the adults um speak about the children and interact with the

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children is it quite controlling do they behavior manage through fear tactics or try trying to

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control or is it really autism-faring and encouraging and with love and joy and fun and laughter that's

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what i would be looking for um if i was going to work there or it would soon look like that

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because i would make i would change things we love bubbles and balloons any other similar ideas

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although we never have enough bubbles and balloons yeah true we never have enough bubbles and balloons

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either my kids always get hold of the bubble solution and just tip it out and i'm like no

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i'm sorry i'm not washing up the good all the time and have you tried rocket balloons i would

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say google rocket balloons they're on ebay or amazon and they are so cheap and they are so fun

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because you pump them up and they make a sound and they go miles they're really fun also the car

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balloon toy that i shared uh yesterday in my story you pump it up and then you press go and then the

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car flies that's a really fun one there's also the balloon helicopters that go around they're really

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fun and i also there's so many bubbles like i really want to do the big bubble wand where you

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put it around the children i really want to do that but there are loads of there's a huge whole

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folder of ideas just like the bubbles and balloons it's in my attention autism folder on my amazon

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storefront and that's linked in my bio and there's over 100 ideas on there so yeah eat your heart out

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my daughter is autistic and non-verbal age six she does this thing that me and my husband call

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self-sabotaging where she will put things on her ipad that make her upset what can i do to help

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yeah this is a really common one i once had a student that was terrified of the fire alarms

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and then they used to set the fire alarm off or used to talk about it all the time or a student

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who is obsessed with fans but actually when they see a fan or a fan's on absolutely hate it and

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it's them trying to work out that anxiety it's them trying to process what's happening and work

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it out is that obsession and that self-sabotaging it might also be that what she is seeking is what

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she gets after she's upset maybe is it's a way of yeah seeking that reassurance it's hard isn't it

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because being upset is part of daily life but also like it's about supporting them through that

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sometimes i i um delete apps that make them over upset or even just overstimulated i just delete it

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um i don't know if that's the right thing to do or not but i do i teach in an autism class in ireland

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with five to seven year olds have you got any suggestions for assessments formal ish so i use

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connecting steps which is also called b squared it's like an online program that you pay for

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and it has loads of different statements on there and you basically tick the statements that they

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have achieved and i use this to inform ieps and targets and things and it gives a really clear

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level on where they're at and we evidence this with photos or videos on the ipad and that's a

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really great way because then nothing's on paper it can all be where they're at what they're actually

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doing just in life in play in the classroom and it kind of can fit with anything so that's what

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we do and then the children that are pre that stage we use the engagement profile which is

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which is also really good um which measures their engagement and interaction and attention

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across a repeating lesson and you kind of judge where they're where they're at and how they're

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doing and i've got the engagement profile linked on my website i've also got assessment for

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attention autism on my website that's part of the attention autism curriculum and i haven't got

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anything about connecting steps or b squared because you just have to kind of subscribe to

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it have you got any advice for teaching children who've gone through trauma yeah i've taught a lot

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of children gone through trauma but mostly as a foster carer and that's how i have been involved

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with children that have been through trauma the most important thing allow yourself to be child

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led and try and avoid any triggers or demands that might set them back or remind them of anything in

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their past and always assume that it is a trauma response i would say and try and not put them back

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into that position because you want to be the safety you want to be yeah you want to be create

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the most safe environment ever because otherwise they're not going to learn at all anyway explain

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everything you're going to do before you do it and explain over and over again social stories

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are a really good way of doing that if you're going to go on a trip or if you're going to

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if there's a change happening or anything that you want to prepare them for social stories are a

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really great one so they know what to expect there's no um there's no surprises and then

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always just be open to their play and kind of learn from about their experiences and how their

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brain's working through play the children i foster lots of revelations have come out through their

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play and through conversations through their play and so always just be quite in tune with that i

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would say have you worked with really physically violent children yes i have worked with physically

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violent children it's always a communication though keep in mind it's usually children that

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either have no words or have lost the ability to speak because they are so in fight flight or

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fright mode that they lose their ability to communicate or understand and then they communicate

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with their so yes i have worked with children like that it's quite common as a special needs

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teacher to work with children that are physically violent because they communicate in that way the

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best thing you can do for yourself is to be trained how to firstly avoid those situations in the first

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place and then also to keep yourself and them safe through that as well can you talk to us about

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speech and language therapy and your experience working with sorts yeah i've worked with many

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speech and language therapists in the past it has changed a lot speech therapy has changed an awful

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lot since i first started and that was only 15 years ago first of all when i first started it

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was all about pecs and encouraging requesting and encouraging eye contact and withholding items

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until they ask for it like in clear containers or whatever to encourage speech now that has been

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found obviously looking back to be non-autistic affirming or non-child affirming so now it is much

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more about teaching core vocabulary and not necessarily using the pecs process to teach it

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just modeling and hoping that they pick something up also accepting all communication as equal and

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appropriate and wonderful so whether that's eye contact and speech or whether that's gesturing

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or pulling you or reaching or signing or using an ipad or showing a photo or using a symbol it's all

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equal and all great so yeah it's changed quite a lot in my time as a special education teacher and

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i'm sure it will keep changing and keep adapting to hopefully be even more affirming i am an

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assistant psychologist in an independent specialist school i love seeing your videos and resources

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and hearing you raise awareness and promote inclusion thank you oh that's so wonderful to

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hear from an assistant psychologist that's based in a school that's so awesome because they're so

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needed i do promote inclusion i feel like i could do a better job at that actually because i am in a

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self-contained classroom currently and i'm finding it i'm finding it to include my class in the

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mainstream school that we're attached to without it being tokenistic i don't want to include them

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for my benefit i don't want to include them so that i can call myself an inclusive teacher i

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want to include them because it actually benefits them and that looks different for every child so

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one of my pupils goes attends assembly another pupil sometimes attends PE a couple of others

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attend golden time then that's kind of it because if i was to include them anymore in the learning

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or what the mainstream class do it would wouldn't be for their benefit it might be for the main

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school's benefit because it's always good to advocate and be seen but if it's not for my

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people's benefit then i'm not going to put them through that anxiety provoking situation but it's

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definitely it's definitely something we like to would like to progress on it's something we

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definitely work towards is getting out of our classroom more and into the main school even if

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it's just for a walk or even if it's just to the library and back or even if it's just to the field

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and the playground or the forest school and back we're always trying to just gently include our

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students but that does look different for every student moving away from pecs to gestalt language

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processing would you have any recommendations for communication boards or apps maybe yeah lots of the

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aac apps are super expensive so if you have insurance or fundraising or you for whatever

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reason can afford the apps then amazing i love grid one of my students has got that we also have

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a student using proloquo to go in my class which is good and though i do really really like grid

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you can build sentences from it and it feels kind of more like a typical speech in a way rather than

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just single like just like separate sentences you can kind of comment on things and i don't know it

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just it feels really good i like how it works i like i like grid if you're referred through speech

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and language and you have an ehcp sometimes you can get the apps and an ipad and support and

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training as part of your ehcp so definitely look into that free apps that you can use i like choice

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board i don't think that's free actually i think it's like two pounds but i like to choice board

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for early communicators you get a choice of up to six symbols on a page that's really good

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for that that early ipad using and then twinkle symbols app is free again it's not obviously as

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as in depth as grid or proloquo to go but it's free so it's a really great way of starting to

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model with your students how to use those kind of apps for communication or low tech so if you've

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got access to a symbol program or you can kind of make something on word or a canva or something

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like that computer program you can make a low tech version so something you just print out and

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laminate or just print out and then you tut and speak to them that also could be a really great

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start for gestalt language processors i think the best thing to do for gestalt language processors

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is to learn their gustalts and to join them in there and then to learn the context that they

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use it in and to build context around their learn echolalia their learnt gustalts so that

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it shows that you understand its meaning and it gives it meaning and then you can add little

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words into that gestalt to change the context of that for example great cup of coffee is one of the

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students that i work with's gestalt and it's from a film that they love and then now we're saying

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great cup of juice or great cup of crisps and it's like it means it's commenting that they really

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like it or they want something they want the food item and that's a great way of tapping into their

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gustalts and making it meaningful and have shared experience and functional yeah usually they all

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have meaning though it's really good to tap into the child's meaning and what they're meaning behind

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it and and mimic them and let them lead in that what advice would you give a mainstream school

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trying to cope with a child awaiting on an ehdp the school is struggling with his needs so hard

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isn't it because ehdps are taking so long now definitely follow my account and other similar

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because everything that all the information that you kind of need is probably somewhere on there so

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the fact that you're following my account already is also awesome and there are others as well that

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might benefit you so you can start putting things in place already if you're really struggling i

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would contact your any organizations within your local authority that might be set up to support

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you any local charities that might be set up to support you or cams you don't need a diagnosis

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or an ehdp to access those things so you can kind of tap into those or social care as well

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and family workers social workers all available to everyone again i know there's more waiting lists

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but it might be something else in the meantime that you can get support how do you stop a non-verbal

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kid from throwing toys you replace the behavior for a more appropriate and safe behavior so first

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of all you work out why they are throwing is it that they're enjoying things up in the going up

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in the air is it that they're enjoying watching things falling past their vision is it that they're

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enjoying the bounce or the crash or the bang when it lands are they enjoying your reaction when they

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throw something so first of all work out why they're doing that and then try and replace that need

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and that want with something a little bit safer so say for example if it's the throwing up in the air

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then maybe you could give some softballs for them to throw up in the air if it's the crash and the

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bang maybe you buy some bangers or some water balloons that give a really good cause and effect

354
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when they bang for example that's a lot safer and a lot more appropriate than throwing heavy items

355
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non-verbal kids how to teach them when they don't understand sign language so there are lots of

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different ways that non-verbal children or non-speaking children can communicate and

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to teach them this you just have to model it so you can be modeling sign language you can be

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modeling using symbols or photos you can be modeling an object so for example if it's dinner

359
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time you could show them their knife and fork or their plate or if it's time to go in the car you

360
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could show them the keys or if it's time to go outside you can show them their coat for example

361
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that's a really good way and model that language and you can use an ipad um lots of different ways

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but yeah the way to teach it is just to model it yourself and model it consistently and model

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a whole range of ways to uh of speaking and and something will will capture them and they will

364
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start doing it too does it look bad on a cv if you only stay at a school for one year i suppose it

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depends why you're moving on and they might ask that in the interview if you're moving on because

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you want to progress in your learning and your breadth of knowledge and your or you saw a great

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opportunity come up then i don't think that's a bad thing at all i really don't but you just need to

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like have that answer prepared interview because they probably will ask it if you keep changing

369
00:35:03,760 --> 00:35:08,640
year on year on year on year then they are 100% gonna question that and that might go against you

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um but it depends on the reason if you can justify it if you can say well i've progressed in my career

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every time or job opportunities came up that i was really interested in and i've it's um it's added

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to my experience um which makes me a better teacher today then then they'd be silly to question that

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okay last one what are some engaging calming techniques for the calming to end sensory circuit

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struggling to motivate an easily heightened student to complete the circuit a really good

375
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one is wrapping up in blankets or swaddling in weighted blankets but doing this with a song

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so i have a sausage roll song that is on my feed somewhere makes it a bit more of a game rather

377
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than boring you can also roll exercise balls over their bodies and they seem to really like that one

378
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or just like laying on like laying on them like in like you've had a wrestle and then you've done a

379
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bit of to and fro to and fro to and fro and then you lay on them and then you can go and then you

380
00:36:03,440 --> 00:36:09,120
can go again it's like kind of part of the game if it's part of the game then it might be more fun

381
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bean bags peapod chairs breath techniques like breathing in and out some yoga moves it's still

382
00:36:18,880 --> 00:36:25,040
because then it's still moving it's not static it's still active but it is grounding so like

383
00:36:25,040 --> 00:36:28,960
downward dog is a really good one because all your weight is going through your feet and your hands

384
00:36:28,960 --> 00:36:34,720
so grounding you but it's an active pose thank you so much for joining me there were so many of you

385
00:36:34,720 --> 00:36:42,560
um i'm overwhelmed every week by how many questions and how many amazing uh yeah just amazing

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00:36:42,560 --> 00:37:06,000
engagement is incredible uh thank you everybody thank you everybody have a good evening bye