Research shows that trauma-informed practices in schools can reduce difficult student behaviors and help foster more meaningful relationships between staff and students who have experienced significant childhood trauma. It is not always clear, however, how legal processes fit into that system. What’s the difference between a trauma-informed best practice and a legally-required accommodation? Are all students with a history of childhood trauma protected under the law? If not, what are the determining factors?
Please join Erin D. Gilsbach as she explores the trauma-informed approach and helps schools understand how to successfully implement disability laws such as Section 504 and the IDEA within that protective process. She examines the interplay between legal requirements and trauma-informed best practices and provides concrete details about the role of the law within the trauma-informed educational process. Using practical examples and common situations, she provides a comprehensive view of this important topic.
Just a sampling of what this webinar will cover:
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