Blake Stewart | Director & Early Childhood Key Worker
Necessity Kids

Blake Stewart, Director & Early Childhood Key Worker, Necessity Kids

With over 10 years of experience in Early Childhood Education and Child Development, Blake is a highly qualified and accomplished professional in the field. Holding a Bachelor of Early Childhood Education (Birth - 5 years) and having been awarded the National Excellence in Teaching Award (Early Childhood) in 2019, Blake is dedicated to building a bridge between the home, education setting, and the clinic setting to support children in all areas of their lives.

As a Consultant, Advisor and Previously a Lecturer within the early and middle childhood sector, Blake is passionate about mentoring, training, and educating teachers, educational leaders, and leaders to develop and embed early intervention and inclusivity into their pedagogy. He is a highly sought-after speaker on early intervention and inclusion on a local, national, and international level, and is also an advocate on advisory boards and consultancy groups within both not-for-profit and corporate organisations.

Blake Stewart is the Managing Director at Necessity Kids, a Paediatric Allied Health Clinic.


Day 2 @ 14:40

Bridging the gap between teachers and allied health professionals

  • Improved communication: By working together more closely, teachers and allied health professionals can improve communication and share information more effectively about the needs of students with disabilities or health conditions. This can lead to better support and outcomes for these students.
  • Collaborative problem-solving: When teachers and allied health professionals work together, they can collaborate on problem-solving and share their expertise to develop more effective strategies and interventions for students. This can help to address any gaps in support and ensure that students receive the best possible care and education.
  • Increased understanding: By learning more about each other's roles and perspectives, teachers and allied health professionals can develop a better understanding of each other's challenges and strengths. This can help to build trust and improve relationships, which in turn can lead to more effective teamwork and improved outcomes for students.
  • More efficient use of resources: By working together, teachers and allied health professionals can make more efficient use of resources and avoid duplication of efforts. This can help to reduce costs and streamline processes, making it easier to provide support to students with complex needs.
  • Improved student outcomes: Ultimately, the goal of bridging the gap between teachers and allied health professionals is to improve student outcomes. By working together, these two groups can ensure that students receive the best possible care and education, and that they are supported to reach their full potential.

Day 2 @ 15:20

Understanding complex behaviour and sensory processing difficulties.

  • Understanding complex behaviour: By learning more about the underlying causes of complex behaviour, such as sensory processing difficulties, audience members can develop a better understanding of why some students may exhibit challenging behaviour. This will include trauma-informed practice and understanding behaviour as communication.
  • Recognising sensory processing difficulties: By becoming familiar with the signs of sensory processing difficulties, delegates can better recognise when a student may be struggling. This can help to identify and address the root cause of complex behaviour, rather than simply seeing it as a challenge in the classroom.
  • Identifying triggers: By identifying the specific triggers that may be causing a student's complex behaviour, audience members can work to minimise or eliminate these triggers. This can help to prevent challenging behaviour from occurring in the first place, rather than simply reacting to it after the fact.
  • Developing strategies: By working together, audience members can develop effective strategies and interventions to support students with sensory processing difficulties. These strategies may include sensory-based interventions, environmental modifications, and behaviour support plans.
last published: 08/Jun/23 03:25 GMT

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