Educators work with families and community members to co-design strategies to support students in need of self-regulation. Families and communities use their culture, experience, and knowledge of the student to offer tools and practices that better support the student with self-regulation, like breathing, tapping, rocking, movement, etc.
We provide culturally responsive support to Latine families navigating the Early Intervention system through parent education, emotional support, and resources. We attend evaluations for early intervention, collaboratively adapt services to meet families’ needs, and train everyone who works directly and indirectly with our children to provide a network of support that our families can rely on.
Instead of educators completing student observations alone, they would partner with families and community members to conduct them together.
The teacher would use daily nap/quiet times to go for twenty-minute walks with the student to connect and talk, doing some collaborative problem-solving that might help the student feel more comfortable in class.
