IBSC Bridging the Gap
Creating Inclusive Spaces for Boys with Barriers to Learning
An IBSC Online Program with Alison Scott
May 3 and 10, 2023
Based on extensive experience as an educator and specialist practitioner, Bellavista School (South Africa) Executive Principal Alison Scott facilitates two 90-minute interactive workshops focused on creating belonging for boys with barriers to learning.
A Recovery Curriculum to Address the Effects of COVID-19 on School Communities
Wednesday, May 3, 4:00 PM EDT, 9:00 PM BST, 10:00 PM SAST
Thursday, May 4, 6:00 AM AEST, 8:00 AM NZST
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The pandemic has posed unique challenges for boys, hindering their academic progress and mental health. Disrupted educational routines have led to setbacks and disengagement from learning, while pervasive trauma has left many boys struggling with anxiety and emotional distress, affecting their ability to concentrate on their studies.
Join Alison Scott to explore the reality of the post-pandemic impact on boys’ learning, focusing on trauma-informed practice as a means of supporting their academic progress and mental well-being. Gain insights into creating safe learning environments for boys in a post-pandemic world.
Engage in facilitated discussions with global colleagues after Scott’s presentation A presentation of key terminology and concepts related to gender,
True Grit: What It Takes for a Boy with Barriers to Learning to Get Through School
Wednesday, May 10, 4:00 PM EDT, 9:00 PM BST, 10:00 PM SAST
Thursday, May 11, 6:00 AM AEST, 8:00 AM NZST
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Boys with barriers to learning face unique challenges that can impede their academic progress and mental well-being. They may experience setbacks, disengagement from learning, and increased anxiety and emotional distress.
Learn how to use perspectives on grit theories to give boys who face barriers to learning the chance to feel competent and like they belong at school.
Engage in facilitated discussions with global colleagues after Scott’s presentation.
Who Should Attend?
Administrators, leaders, learning support specialists and teachers in boys’ schools who want to gain a deeper knowledge of supporting boys with barriers to learning and helping them to develop true grit
Participate in two scheduled 90-minute interactive sessions using Zoom. Scott facilitates each session with thought-provoking input, real-life case studies, and breakout conversations, assisted by facilitators from IBSC member schools.
- IBSC member rate: US$225
- Nonmember rate: US$285
This event is limited to the first 80 people who register.
IBSC will refund 90% of registration fees if a written request is received two weeks prior to the class. No refunds will be made for cancellations received after this time. Schools seeking to register an alternate to replace a participant unable to attend should contact IBSC@theibsc.org.
Please note: Watch your email for login information for your online class the Friday before the class starts. If you registered for the class later than this time, watch for login information within 24 business hours.
Alison Scott is an educator and specialist practitioner with more than 33 years’ experience across all phases of formal schooling. Her post-graduate qualifications all fall in the area of inclusive education practice. Presently, she serves as executive principal for the growing work of Bellavista School that seeks to be a resource center for the greater Southern Africa educational sector.
She oversees a vibrant post-graduate training college that, in addition to other professional development programs, equips educators and allied health professionals to identify and intervene with learners presenting with dyslexia. Further, she heads an assessment center where multidisciplinary teams assess school-going children to establish learning potential and recommend best intervention if necessary. Scott interfaces with and manages a broad and diverse staff in her role, including psychologists, academia, occupational therapists, speech-language therapists, social workers, and learner support educators.
Her career interest lies in how children learn—her firm conviction is that every child can learn! She believes that there is plasticity in the brain and in the role of the mediator in a social learning model. She views each learner as a whole child and recognizes that family systems, educational environments, emotional and spiritual well-being, and physical health all play an equally important role in how a child functions through formative learning years.