ASD Mindmap project link

Co-RegulationFromBirthThroughYoungAdulthood.pdf EA 105 Session 2 2026 Trauma informed slides EA 105 Session 3 2026 ALTERNATIVE Trauma Informed Perspectives grounding_activities_for_children_youth.pdf

SEL Trauma Informed Strategies (Secondary).pdf SEL Trauma Informed Strategies (Elementary) - April 2024.pdf

Article: Advocacy - Adult Perspective: A Foot in Both Worlds (link) _{(teachertoolstakeout.com, 2020)}

This article by a man named Jason resonates with me as I often wonder about the thoughts that are not shared. I spend a lot of time with crows (animals in general) and I'm fascinated by the social tensions that guide their behaviors; the presence of people or certain other crows can cause one to be more cautious or adventurous. Maybe its anthropomorphic to view animals as I would non-speaking humans, with the host of emotions and thoughts one might carry. I feel like this perspective has deepened my empathy for other people and facilitated an awareness that each one of us experiences existence in possibly vastly different ways. The more we are able to share our experience with each other the more we can understand ourselves and how we fit into this complex, layered world. I hope to notice the young scholars that are quietly withdrawing because of their otherness and find creative subtle ways to indirectly encourage their peers to engage with them. Tailoring group activities that specifically highlight certain strengths, for example.

_{(source: teachertoolstakeout.com, 2020)}

Inclusionary Practices

It is the role of the EA to provide an environment in which our learners not only feel welcomed, but truly valued members of the class and community. This is achieved by implementing Universal Design in classroom environments and collaborating with teachers to deliver content in a way that meets the diverse needs of our students. We assume competence as we remove physical, social and instructional barriers to foster complete engagement and belonging which builds a culture of inclusion in the classroom and subsequently the community at large.

"Different is not less." — Temple Grandin

Introduction

My name is Troy and I am the proud father of an amazingly talented young artist named Olive, who happens to have been diagnosed with Autism Spectrum Disorder. The support of dedicated EA's allowed my daughter grow and flourish in an educational environment which was not designed with her experience in mind. The amazing individuals who've nurtured Olive's personal and educational advancements have catalyzed a sense of gratitude in me; driving me to reciprocally contribute to the community. In spite of the meaningful contributions of specialists and invested passionate educators, I still see many ways we can improve in terms of making sure everyone feels like they are an integral member of the classroom community. One primary concern I have is the social impediment an EA can be as their very presence highlights the ways our supported learners are different. I have made it my personal mission to facilitate positive peer interactions, encourage collaborative problem solving, and to model the celebration of our differences. I believe we deepen our understanding and appreciation of absolutely everything by accepting diverse perspectives and experiences.

First Aid Certificate

_certificatepro_Troy_Turner_106596378_wall.pdf

This is a portfolio which highlights meaningful moments on my journey through the Education Assistant Certificate program. The mind-map format was chosen as it seems popular with my target audience. You can zoom by either using the buttons in top right, or with the mouse scroll wheel. Click and drag to pan around the canvas.

links

TIP_Framework.pdf

Circle of Courage

The Circle of Courage is a holistic model of positive youth development that blends traditional Indigenous child-rearing philosophies with modern resilience research. Represented by a medicine wheel, it establishes that children need four universal growth needs to thrive: Belonging, Mastery, Independence, and Generosity. The framework was developed by Dr. Martin Brokenleg, Dr. Larry Brendtro, and Dr. Steve Van Bockern. The four core quadrants emphasize the following principles: 1

• Belonging: The universal need to feel loved, accepted, and part of a trusting community.

• Mastery: The inborn drive to learn, cope with the world, and develop competence through accomplishment.

• Independence: The empowerment to make decisions, solve problems, and take personal responsibility.

• Generosity: The opportunity to show concern for others, teaching children that they have a purpose and can contribute to their community.1, 2, 3, 4]

When these four areas are in balance, it results in healthy, resilient, and emotionally grounded individuals. Many educators, youth workers, and indigenous programs use this model across North America (including in the Vancouver/Lower Mainland region) to guide teaching methods and behavioral interventions

Accommodation Journal

The Accommodation Journal was an assignment in Anne Copp's EA107 course which consisted of a tabled list of strategies to support students across various domains. I have taken that concept into the digital realm and further developed the idea into a means of tracking student progress towards IEP and educational goals, track peer interactions, and provide a summary overview of what is or is not working. I have developed this framework using Obsidian, a note-keeping app that allows for linking notes together in a powerful dynamic graph view. All data is stored locally, no "cloud" storage to worry us about data breaches. Also, I have designed the system to track students in an entirely anonymous way. I used NotebookLM to create a brief overview video explaining its usage and inner workings:

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning involves recognizing the consequences of one’s actions.

Learning involves generational roles and responsibilities.

Learning recognizes the role of indigenous knowledge.

Learning is embedded in memory, history, and story.

Learning involves patience and time.

Learning requires exploration of one’s identity.

Learning involves recognizing that some knowledge is sacred and only shared with permission in certain situations

Belonging

In Native American and First Nations cultures, significance was nurtured in communities of belonging. Lakota anthropologist Ella Deloria described the core value of belonging in these simple words: “Be related, somehow, to everyone you know.” Treating others as kin forges powerful social bonds that draw all into relationships of respect. Theologian Marty observed that throughout history the tribe, not the nuclear family, always ensured the survival of the culture. Even if parents died or were not responsible, the tribe was always there to nourish the next generation.

self-awareness