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The session frames COVID-19 as a disaster comparable to past events, drawing on evidence from post-disaster research and highlighting what supported resilience and recovery in education systems.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nHead of Teaching ＆ Learning Strategy  \nCambridge Assessment International Education  \nAmanda Kirby  \nProfessor of Development Disorders in Education, CEO of Do-IT Solutions  \nPaul Ellis: Hello and welcome to this webinar-our first on the topic of Transitioning back to school.  \nWe are recording this when the majority of education establishments worldwide remain closed. The United Nations has estimated that 1.5 billion children and 63 million primary and secondary school teachers have been affected in 191 countries.  \nThis week, schools in Hubei Province in China have begun to re-open their doors, and today, 6 May 2020, some 57,000 senior students have returned in Wuhan, the presumed epicentre of the Covid-19 pandemic.  \nElsewhere, governments, school leaders, teachers, parents and children are also thinking about what will be the impact of schools re-opening.  \nIn future webinars and resources, we will be looking at returning to school from an academic and curricular point of view, but in this webinar we are going to reflect on transitioning back to school from a social-emotional perspective.  \nAs a number of educators have been sharing on social media: we have to Maslow before we Bloom.  \nMy name is Paul Ellis. I am the Head of Teaching and Learning at Cambridge Assessment International Education.  \nOur guest presenter for this webinar is Amanda Kirby, Professor of Development Disorders in Education. She is CEO of Do-IT Solutions, which provides screening and assessment tools for children and adults and focuses especially on ascertaining the strengths of those who are neurodivergent and how we can support them.  \nAmanda has spoken in the past at three of our Cambridge Schools’ Conferences on the theme of Creating the Conditions for Success and has recently written a blog for us on the inclusive benefits of lockdown learning.  \nI will now hand over to her to take you through the rest of this webinar. Welcome Amanda.  \nTranscript-Transitioning back to school -a social-emotional perspective 1  \nAmanda Kirby: Thank you very much Paul. Hello to everybody. What I’m going to be talking about is transitioning back or moving forward to school and I want to reflect on, when we go back to school, what can we learn from this extraordinary and challenging experience that many of us will have had across the world.  \nSo I’m going to take you through my reflections and really think about practically what we can do.  \nSo let me start my slides.  \nThis is me, and Paul’s talked a little bit about me and this is me when I when I was at work, and probably not as I quite look like at the moment, reverting to myself in a professional way but working from home and isolated and for many of us this will have been an abrupt change, moving to home, home and school working at this time.  \nSo what I hope to do in this session is to talk about preparing for return and what do we know and look at the evidence base from other experiences globally; identifying students with additional challenges before and now – what might have changed and who are they? And then thinking about building resilience, looking forward in a positive way and then considering some tips and resources that can help.  \nSo, what can we learn from other natural disasters? We need to be prepared for tomorrow today and that’s really important, and we can learn from experiences globally of what’s actually occurred and what people have learnt from those experiences over time.  \nNow is Covid-19 a natural disaster? Yes, I think it is. This is a definition: “An event which is outside the realm of everyday experience, affects a large number of people, and causes damage serious enough to impose demands or threats which exceed the victims’ resources and ability to cope can be classified as a disaster” and I do believe that Covid-19, globally, has been a natural disaster.  \nSo w","cbCaimfFSB8CCHU6","https://ap.wps.com/l/cbCaimfFSB8CCHU6","pdf",190169,14,"English","# Transitioning back to school: social-emotional perspective\n## Context and impact of school closures\n## Preparing for return and using evidence\n## Learning from natural disasters and research\n## Educational impacts of major disasters","[{\"question\":\"What is the webinar’s main focus when schools reopen?\",\"answer\":\"The webinar emphasizes transitioning back to school from a social-emotional perspective, rather than only an academic or curricular view.\"},{\"question\":\"Who are the speakers and what expertise do they bring?\",\"answer\":\"Paul Ellis leads teaching and learning strategy at Cambridge Assessment International Education, and Amanda Kirby is a professor in development disorders in education and CEO of Do-IT Solutions providing screening and assessment tools.\"},{\"question\":\"How does the webinar relate COVID-19 to past events?\",\"answer\":\"It frames COVID-19 as a natural disaster and compares it to historical disasters, drawing on post-disaster research to discuss what helped people and education systems move forward.\"}]","Transitioning back to school - a social-emotional perspective | PDF",35]