Hi, my name is Jordan. I am a special education teacher from the UK. I share my passion for
everything communication, sensory regulation and fun lesson ideas for my classroom of disabled
pupils aged 4 to 11. Each week I am joined by experts in the field answering your questions
and sharing our knowledge and experience working alongside our beautiful young people. Let's get started.
Hello everybody. Every Monday I go live on here to answer all of your questions because I often
can't get into all of the comments and the DMs anymore which is amazing but I like to kind of
have this personal chat with you all which is lovely and we always get some really awesome
questions. Okay, what could we try with a child that's non-verbal apart from saying no that trashes
everything and laughs? Yeah, it's part of the game right? You say no, he laughs, he throws, you get
even more frantic and you say no again and it's part of the game. He's learned that that's a great
way to get that interaction and build that relationship so the answer is to build him an
even better way of building that relationship and that interaction. I love chasing games or tickle
games or wrestling games. It's often really popular, something really physical and that they get into
and then they can ask for that in a more appropriate way so I use the sign more and then that kind of
builds that interaction. It's really lovely so yeah just try and flip on its head and do tickle
games and you can still say no like that tickle but make it something more appropriate maybe more
safe than throwing. How did you find it when you had to do a mainstream placement for your teach
training? So my whole training was mainstream even though I knew I wanted to do special ed
so basically my history is I've got a degree in acting and then I did a PGCE for one year
in primary education because there wasn't an option back then to do special education. I
think there is now so I definitely would have done that because before I did my degree for a couple
of years I was a teaching assistant in a special education school and that's what made me want to
do teaching in the first place so I knew I wanted to go into special ed but I had to yeah do primary
education degree just to learn. I had to kind of get in the right mindset but all the way through
I was like this is an absolute waste of time like none of this is relevant. I just thought this is a
complete waste of time when I was learning about pi corbit and phonics this and I don't know whatever
certain maths methods but yeah my the year groups that I was in my first year group was year six so
again like teaching things that I've never had to teach since but I have taught that age since so
that was really good for social reasons to know where they're at and physical reasons to know
where they're at so that's actually quite useful and then my next placement was in year one and my
first class that I had for five years was at a year one level and they were year six age so actually
all the way through my training I thought this is not useful but then I ended up teaching a class
the age of the year sixes and the ability of the year one so actually it was incredibly useful.
I got a job where I used to TA at straight after my degree I started as an underqualified teacher
in the May so straight away and yeah and then I then the learnings really started from then.
I had an amazing group of teaching assistants that year and I had them for the five years that
just dragged me through the first two years because my goodness it's so hard it's so different than
me my degree didn't teach me anything about that and my PGCE taught me barely anything
um that was actually relevant to my class so it was lots of learning from the teaching assistants
lots of training days luckily my school back then was really hot on training days I did I went to
London lots and did lots of amazing training with amazing people and worked with speech language
therapists and occupational therapists that were part of the school and just learn and learn and
just try to absorb everything like a sponge and now I'm where I am today but yeah back then I knew
nothing. Have you ever worked in mainstream? Yes that's kind of my question was yeah I haven't
worked in mainstream I've always been a special education teacher but I have supported some
children in mainstream freelance and I did my training in mainstream and my class is a special
provision class but it's attached to a mainstream school so I feel like I know what goes on and I
come up to date with mainstream practices and and the challenges that go on there as far as
special education as well. Oh hi Jordan hope you're okay just wanted to say I think you're
amazing teacher and inspired me to teach special needs what a lovely message thank you Regan
that is so lovely it's such a wonderful way of teaching if you're creative and a little bit
rebellious and like to think outside the box then special education is a really really amazing way
of teaching and it's yeah it's it's really creative and even though you're set in routine
because that's really important no day is the same so yeah if you like that then special
education is a really good one. As an early career teacher in mainstream with 50 percent
social needs in my class your resources and ideas have helped so much my goodness Kate how are you
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
there is not enough special needs schools out there but well done Kate for just yeah doing it
and that is that does motivate me to keep sharing because my goodness if I knew nothing as a new
teacher in an sen school with two years teaching assistant experience behind me an amazing TA
supporting me that knew exactly what to do and speech language therapist occupational therapists
in my room and only 10 kids and I struggled like god hats off to you girl that is not easy
do you do Montessori curriculums I don't do Montessori curriculums I've never done Montessori
however it do follow some people on here that do and it does look interesting I can see how it
works for some children and some families I totally can see it it seems really good at
encouraging independence and encouraging like some maturity and responsibility which I really
love actually so yeah I would like to learn more about it my five-year-old is classes of flight
risk when do you think he'll grow out of it this is really challenging it's so scary and it
it limits yours and their world so much when they're runners or alopers I can't say when
or if he'll grow out of it all I can say I've worked with children of all ages from two
or younger to 19 and some of them grow out of it and some of them find they're really safe and
actually quite passive once they've gone through the teenage years but others don't and it's really
hard to know it's really really hard yeah we we rely a lot on coded door locks and window
locks and hiding keys and fencing and stuff it's so hard isn't it and trying to get out safely
out and about is feels like such an impossible challenge yeah especially if you don't have a big
support network of other people that can go with you it's been really hard
benefits of swimming for neuro disorder conditions interesting question but benefits of swimming
swim with my class every single week every single Friday and there are so many benefits
first of all obviously the fitness benefit because we're all in the water which is great
but also by being in the water I've noticed that relationships between my students and my adults
have really gotten so strong I think there's something quite trusting about being in the water
together you haven't got the same pressures as in the classroom and there's no targets or no you
know learning objectives or whatever it's just being together present in the moment and I've
really noticed some beautiful relationships forming between children and between adults
and children in the swimming pool which wouldn't have happened otherwise so I love it for that
I also love it for teaching safety we walk to the pool every week and and obviously the safety
in the water as well so it's really great for modeling road safety and yeah safety around
water and slipping and running and all of those kind of things and listening to instructions
it's also really great for learning to get dressed and undressed more independently because you've
kind of got a bit of time to do that and when you don't normally in the classroom yeah it's really
good for so many things far more than just learning to swim and I love taking my class
every week it's an absolute joy seeing their faces just light up and it's such a great sensory
activity that meets so many needs the only need it doesn't is because of the echoey and loud
kind of pool space but proprioception obviously the water touching every part of your body
vestibular because we're chucking them around they're falling off the floats and they're going
under the water it's so great for vestibular it's great it's great for auditory processing
because they're tolerating the sounds and the echoes in the water or they put their ears under
the water if they want it a bit more muted they've got complete control over that
yeah it's just it's so great for all the senses taste I suppose because they drink all the water
not ideal but they it happens I've been doing bucket time stage one to three but my child is
not interested anymore been doing it for over a year now if they're not interested that is not
a them issue that is an us issue as adults so just try and change it up maybe it needs to be
like different resources or louder or bigger or maybe like just don't use a bucket use a box or
a bag just try and change it up make it new put it in a different environment so maybe take it outside
or take it in another room put it under a table you know you could still do the same things that
it can be like refreshed make it a little bit more exciting yeah I always say if your child isn't
interested or wanting to come over to bucket then that's fine but if you're not interested
to come over to bucket then that's an us problem and we need to kind of change it up and make it
more exciting because it needs to be absolutely irresistible to them otherwise we're not doing it
right have you ever found your sensory profile or way of experiencing affected by being with autistic
people a lot that's really interesting question I definitely am neurodiverse myself neurodivergent
myself should I say neurodivergent myself and I'm definitely more aware of my neurodivergence
because I'm around neurodivergent people it shone a light on how I manage myself in my body in my
life and how my brain works for sure it's not because I'm with them but I'm like that I was
like that anyway it's just an awareness and because I'm talking about and looking for
meeting their needs all day every day it then makes me hyper aware when I get home of meeting
my needs and why I'm doing certain things for example when I get home I want to eat snacks
and I want to have a bath and that is because I want those crunchy foods and like salty foods
that feel good in my mouth for a bit of yeah stimulation in that way and I want to have a
bath because it just relaxes me it keeps me in one place I can't use my phone in the bath it keeps
me away from that and like that yeah that proprioception property is just like in swimming
it just holds me and grounds me I also respond really well to weighted blankets and certain music
like brown noise I respond really well to so I'm just kind of like more aware of myself because I'm
so aware of my students um yes I would say my sensory profile is just more aware to me because
I work with people that are also a sensory regulation interestingly all the best staff
I've ever worked with on neurodivergent because they just get the children they can read them
they totally understand they're so empathetic and yeah they just they just get it um I wish I could
come and work for you oh my god wouldn't that be so fun if we just have a massive party all the
autistic students and all the caregivers together that would be so fun pretty overwhelming I say
fun I would actually get so overwhelmed by that but in theory it's fun I've had to become a teacher
I want to become a SEN teacher but don't have a degree so can't do a PGCE there are lots of
ways if you don't have a degree you could do a degree in uni or you can do a from home like
remote degree and you can even do it part-time it just takes a little bit longer lots of different
ways of doing it I think there's even degrees in education special education now whereas there
wasn't a degree in special education when I trained um what sort of freelance have you done
oh my goodness I've done so much so um my first freelance so I used to be a full-time special
education teacher I did that for 10 years in a special needs school and then I um I first went
out and trained to be a foster carer and I that's it could be a freelance job and you can do it as
respite or you can do it as an emergency so you don't need to do it full-time um but I actually
did it a little bit and then enjoyed it so much that I actually left teaching for a bit and did
it full-time so foster care I've done is freelance and I've also made uh toys those little sensory
toys and wooden toys because there was a need for that I've also visited schools and given some
consultancy on their classroom setups or what they can do to support their children or profile
their children I've written or supported referrals or for EHCPs I've done that I have been a private
teacher or private tutor for SEN I've been a supply teacher for SEN there's so many different
ways once you've got that teaching degree there are so many different ways that you can use it
for freelance I've never ever struggled to find work even when I moved to Cornwall which was six
hours away from Essex I found work straight away because of that degree I've sat my own forest
school I've worked in alternative provision I've supported children out of education like I've done
all sorts because of that degree I've worked in a daycare in Canada I went to Canada for a season
and on a snowboard like ski season and worked in a daycare because of my degree so yeah it's never
stopped me I've done all sorts of different things I think that's why I can kind of relate to all
these different questions all these different people that follow me because I've done so many
different things so yeah I've gained experience in so many different places whereas actually
in the 10 years before when I was only in one special needs school I learned loads but my
range of understanding wasn't yeah it wasn't it wasn't a range of understanding it was quite
limited I knew it really well but I only knew that way whereas since then in the most recent
10 years since that I've worked with so many different people in so many different places
in so many different ways so many different types of children but actually I've learned even more
even more and even more useful because it's just so varied how do you look after your own mental
health I imagine it can be overwhelming holding space for others every day good question Beth
yeah as caregivers as any caregiver I would say whether you're a parent or work in hospital
or work in school or any caregiver when you give so much of yourself every day and when you're so
empathetic and so in tune with the person you're giving care to if you're doing it really well and
so many do it is so easy to get burnt out because you're giving so much of yourself all the time and
I still haven't worked really worked out my husband will tell you I still haven't really worked out
how to avoid that I think the whole of school holidays help because there's lots of those
and but I'm still trying to work it out this recent holiday so in Easter I started some gardening I
found that was really lovely and for my own mental health and every Wednesday evening I've
joined a free gardening course it's local to me and I'm finding that really good I also do a board
game night every every Tuesday night with friends and that helps me because that's a bit of a you
know something for me but I'm honestly I'm still trying to work it out I haven't quite worked out
that one yet struggling with planning for bucket time I've seen you have planning how many activities
ideas are there if I were to purchase so the the planning is five pounds and it's four years
worth and it covers 12 topics and then it rotates so basically I do a topic every term for four years
and then I start back on year one again there's lots of ideas there's pictures on my website if
you want to see an example I'm happy to send you more information if you want that and then every
and then every link every statement or idea is clickable so it either takes you to the lyrics
of that song or a video of me doing it or it takes you to where to get the resources from or
something so there's kind of like it's it's more and I don't know how many pages it is yeah and
then there's also an assessment tool as part of it as well so you can assess and show data on
the improvements of engagement and attention and speech language and attainment and all those
kind of things for bucket time so that's as part of it as well for five pounds okay how to deal
with toilet regression in an 18 year old trained fully at 13 now almost fully incontinent unable
to recognize need for the bathroom but no medical conditions present yeah that would be my first
thing would be to speak to a school nurse or to speak to a medical professional to see if there's
any physical reason why if everything has been ruled out there's no physical reason
then it could be a sensory thing a sensory need that is being met toiletting is often really hard
for I don't know if they're on the spectrum but um toiletting can be really difficult for people
on the spectrum it was explained to me once by somebody diagnosed with autism that going to the
toilet is almost like losing a limb like it feels like part of you and you're leaving it there and
that can be really distressing so maybe something's triggering that anxiety and that stress that is
then like for some reason being attached to toileting and there could have been that a
trigger there maybe go down the psychological route maybe speak to cams or an educational
psychologist about what could be going on there for for them because if it's not medical or physical
it would most likely be sensory so maybe occupational therapy or psychological so
i'm a clinical psychologist hey jordan what do you look for when looking at a school to work in
that is such a great question when i looked at my current school i didn't even go for the job
that i am in now at all actually i went i saw an advert for a behavior support teaching assistant
and thought i'd been out of teaching for a couple of years and i was ready to go back into it well
i was ready to go back into school again i didn't really want to be a teacher again because from my
memory it just was stressful and really exhausting and just completely burnt me out and i was finally
feeling good again and i thought i don't want to be a teacher again but i really miss the kids
um so i've yeah i found a job advertised for a behavior specialist like support assistant
at my local school only a couple of minutes away from me and i thought great i'll go for that and
in the interview they walked me around and as part of the interview they showed me my current class
now my current room this is amazing you've seen if you've seen my account i've pinned it at the
top my the room is amazing there is four or five different rooms as part of my classroom there's
a sensory room there's an amazing garden to only 10 kids loads of adults it was completely set up
perfectly how i like it schedules visuals everywhere the ability of the kids is exactly
what i'm passionate about yeah and then i just mentioned it to the head teacher i was like
you know what i used to do right and this sounds really good but at the time there wasn't a teaching
role available so i became a teaching assistant in that room an hlta in that room and then now
me and that current teacher i do it share part-time i muscled my my way into teaching it
but honestly the the class and the classroom sold it to me and so that was what i look for if you're
looking around i would look for how the adults um speak about the children and interact with the
children is it quite controlling do they behavior manage through fear tactics or try trying to
control or is it really autism-faring and encouraging and with love and joy and fun and laughter that's
what i would be looking for um if i was going to work there or it would soon look like that
because i would make i would change things we love bubbles and balloons any other similar ideas
although we never have enough bubbles and balloons yeah true we never have enough bubbles and balloons
either my kids always get hold of the bubble solution and just tip it out and i'm like no
i'm sorry i'm not washing up the good all the time and have you tried rocket balloons i would
say google rocket balloons they're on ebay or amazon and they are so cheap and they are so fun
because you pump them up and they make a sound and they go miles they're really fun also the car
balloon toy that i shared uh yesterday in my story you pump it up and then you press go and then the
car flies that's a really fun one there's also the balloon helicopters that go around they're really
fun and i also there's so many bubbles like i really want to do the big bubble wand where you
put it around the children i really want to do that but there are loads of there's a huge whole
folder of ideas just like the bubbles and balloons it's in my attention autism folder on my amazon
storefront and that's linked in my bio and there's over 100 ideas on there so yeah eat your heart out
my daughter is autistic and non-verbal age six she does this thing that me and my husband call
self-sabotaging where she will put things on her ipad that make her upset what can i do to help
yeah this is a really common one i once had a student that was terrified of the fire alarms
and then they used to set the fire alarm off or used to talk about it all the time or a student
who is obsessed with fans but actually when they see a fan or a fan's on absolutely hate it and
it's them trying to work out that anxiety it's them trying to process what's happening and work
it out is that obsession and that self-sabotaging it might also be that what she is seeking is what
she gets after she's upset maybe is it's a way of yeah seeking that reassurance it's hard isn't it
because being upset is part of daily life but also like it's about supporting them through that
sometimes i i um delete apps that make them over upset or even just overstimulated i just delete it
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
with five to seven year olds have you got any suggestions for assessments formal ish so i use
connecting steps which is also called b squared it's like an online program that you pay for
and it has loads of different statements on there and you basically tick the statements that they
have achieved and i use this to inform ieps and targets and things and it gives a really clear
level on where they're at and we evidence this with photos or videos on the ipad and that's a
really great way because then nothing's on paper it can all be where they're at what they're actually
doing just in life in play in the classroom and it kind of can fit with anything so that's what
we do and then the children that are pre that stage we use the engagement profile which is
which is also really good um which measures their engagement and interaction and attention
across a repeating lesson and you kind of judge where they're where they're at and how they're
doing and i've got the engagement profile linked on my website i've also got assessment for
attention autism on my website that's part of the attention autism curriculum and i haven't got
anything about connecting steps or b squared because you just have to kind of subscribe to
it have you got any advice for teaching children who've gone through trauma yeah i've taught a lot
of children gone through trauma but mostly as a foster carer and that's how i have been involved
with children that have been through trauma the most important thing allow yourself to be child
led and try and avoid any triggers or demands that might set them back or remind them of anything in
their past and always assume that it is a trauma response i would say and try and not put them back
into that position because you want to be the safety you want to be yeah you want to be create
the most safe environment ever because otherwise they're not going to learn at all anyway explain
everything you're going to do before you do it and explain over and over again social stories
are a really good way of doing that if you're going to go on a trip or if you're going to
if there's a change happening or anything that you want to prepare them for social stories are a
really great one so they know what to expect there's no um there's no surprises and then
always just be open to their play and kind of learn from about their experiences and how their
brain's working through play the children i foster lots of revelations have come out through their
play and through conversations through their play and so always just be quite in tune with that i
would say have you worked with really physically violent children yes i have worked with physically
violent children it's always a communication though keep in mind it's usually children that
either have no words or have lost the ability to speak because they are so in fight flight or
fright mode that they lose their ability to communicate or understand and then they communicate
with their so yes i have worked with children like that it's quite common as a special needs
teacher to work with children that are physically violent because they communicate in that way the
best thing you can do for yourself is to be trained how to firstly avoid those situations in the first
place and then also to keep yourself and them safe through that as well can you talk to us about
speech and language therapy and your experience working with sorts yeah i've worked with many
speech and language therapists in the past it has changed a lot speech therapy has changed an awful
lot since i first started and that was only 15 years ago first of all when i first started it
was all about pecs and encouraging requesting and encouraging eye contact and withholding items
until they ask for it like in clear containers or whatever to encourage speech now that has been
found obviously looking back to be non-autistic affirming or non-child affirming so now it is much
more about teaching core vocabulary and not necessarily using the pecs process to teach it
just modeling and hoping that they pick something up also accepting all communication as equal and
appropriate and wonderful so whether that's eye contact and speech or whether that's gesturing
or pulling you or reaching or signing or using an ipad or showing a photo or using a symbol it's all
equal and all great so yeah it's changed quite a lot in my time as a special education teacher and
i'm sure it will keep changing and keep adapting to hopefully be even more affirming i am an
assistant psychologist in an independent specialist school i love seeing your videos and resources
and hearing you raise awareness and promote inclusion thank you oh that's so wonderful to
hear from an assistant psychologist that's based in a school that's so awesome because they're so
needed i do promote inclusion i feel like i could do a better job at that actually because i am in a
self-contained classroom currently and i'm finding it i'm finding it to include my class in the
mainstream school that we're attached to without it being tokenistic i don't want to include them
for my benefit i don't want to include them so that i can call myself an inclusive teacher i
want to include them because it actually benefits them and that looks different for every child so
one of my pupils goes attends assembly another pupil sometimes attends PE a couple of others
attend golden time then that's kind of it because if i was to include them anymore in the learning
or what the mainstream class do it would wouldn't be for their benefit it might be for the main
school's benefit because it's always good to advocate and be seen but if it's not for my
people's benefit then i'm not going to put them through that anxiety provoking situation but it's
definitely it's definitely something we like to would like to progress on it's something we
definitely work towards is getting out of our classroom more and into the main school even if
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
and the playground or the forest school and back we're always trying to just gently include our
students but that does look different for every student moving away from pecs to gestalt language
processing would you have any recommendations for communication boards or apps maybe yeah lots of the
aac apps are super expensive so if you have insurance or fundraising or you for whatever
reason can afford the apps then amazing i love grid one of my students has got that we also have
a student using proloquo to go in my class which is good and though i do really really like grid
you can build sentences from it and it feels kind of more like a typical speech in a way rather than
just single like just like separate sentences you can kind of comment on things and i don't know it
just it feels really good i like how it works i like i like grid if you're referred through speech
and language and you have an ehcp sometimes you can get the apps and an ipad and support and
training as part of your ehcp so definitely look into that free apps that you can use i like choice
board i don't think that's free actually i think it's like two pounds but i like to choice board
for early communicators you get a choice of up to six symbols on a page that's really good
for that that early ipad using and then twinkle symbols app is free again it's not obviously as
as in depth as grid or proloquo to go but it's free so it's a really great way of starting to
model with your students how to use those kind of apps for communication or low tech so if you've
got access to a symbol program or you can kind of make something on word or a canva or something
like that computer program you can make a low tech version so something you just print out and
laminate or just print out and then you tut and speak to them that also could be a really great
start for gestalt language processors i think the best thing to do for gestalt language processors
is to learn their gustalts and to join them in there and then to learn the context that they
use it in and to build context around their learn echolalia their learnt gustalts so that
it shows that you understand its meaning and it gives it meaning and then you can add little
words into that gestalt to change the context of that for example great cup of coffee is one of the
students that i work with's gestalt and it's from a film that they love and then now we're saying
great cup of juice or great cup of crisps and it's like it means it's commenting that they really
like it or they want something they want the food item and that's a great way of tapping into their
gustalts and making it meaningful and have shared experience and functional yeah usually they all
have meaning though it's really good to tap into the child's meaning and what they're meaning behind
it and and mimic them and let them lead in that what advice would you give a mainstream school
trying to cope with a child awaiting on an ehdp the school is struggling with his needs so hard
isn't it because ehdps are taking so long now definitely follow my account and other similar
because everything that all the information that you kind of need is probably somewhere on there so
the fact that you're following my account already is also awesome and there are others as well that
might benefit you so you can start putting things in place already if you're really struggling i
would contact your any organizations within your local authority that might be set up to support
you any local charities that might be set up to support you or cams you don't need a diagnosis
or an ehdp to access those things so you can kind of tap into those or social care as well
and family workers social workers all available to everyone again i know there's more waiting lists
but it might be something else in the meantime that you can get support how do you stop a non-verbal
kid from throwing toys you replace the behavior for a more appropriate and safe behavior so first
of all you work out why they are throwing is it that they're enjoying things up in the going up
in the air is it that they're enjoying watching things falling past their vision is it that they're
enjoying the bounce or the crash or the bang when it lands are they enjoying your reaction when they
throw something so first of all work out why they're doing that and then try and replace that need
and that want with something a little bit safer so say for example if it's the throwing up in the air
then maybe you could give some softballs for them to throw up in the air if it's the crash and the
bang maybe you buy some bangers or some water balloons that give a really good cause and effect
when they bang for example that's a lot safer and a lot more appropriate than throwing heavy items
non-verbal kids how to teach them when they don't understand sign language so there are lots of
different ways that non-verbal children or non-speaking children can communicate and
to teach them this you just have to model it so you can be modeling sign language you can be
modeling using symbols or photos you can be modeling an object so for example if it's dinner
time you could show them their knife and fork or their plate or if it's time to go in the car you
could show them the keys or if it's time to go outside you can show them their coat for example
that's a really good way and model that language and you can use an ipad um lots of different ways
but yeah the way to teach it is just to model it yourself and model it consistently and model
a whole range of ways to uh of speaking and and something will will capture them and they will
start doing it too does it look bad on a cv if you only stay at a school for one year i suppose it
depends why you're moving on and they might ask that in the interview if you're moving on because
you want to progress in your learning and your breadth of knowledge and your or you saw a great
opportunity come up then i don't think that's a bad thing at all i really don't but you just need to
like have that answer prepared interview because they probably will ask it if you keep changing
year on year on year on year then they are 100% gonna question that and that might go against you
um but it depends on the reason if you can justify it if you can say well i've progressed in my career
every time or job opportunities came up that i was really interested in and i've it's um it's added
to my experience um which makes me a better teacher today then then they'd be silly to question that
okay last one what are some engaging calming techniques for the calming to end sensory circuit
struggling to motivate an easily heightened student to complete the circuit a really good
one is wrapping up in blankets or swaddling in weighted blankets but doing this with a song
so i have a sausage roll song that is on my feed somewhere makes it a bit more of a game rather
than boring you can also roll exercise balls over their bodies and they seem to really like that one
or just like laying on like laying on them like in like you've had a wrestle and then you've done a
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
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
bean bags peapod chairs breath techniques like breathing in and out some yoga moves it's still
because then it's still moving it's not static it's still active but it is grounding so like
downward dog is a really good one because all your weight is going through your feet and your hands
so grounding you but it's an active pose thank you so much for joining me there were so many of you
um i'm overwhelmed every week by how many questions and how many amazing uh yeah just amazing
engagement is incredible uh thank you everybody thank you everybody have a good evening bye