Brief Biography
The Cloverleaf School: The Cloverleaf School is a private, non-profit elementary school (Kindergarten through 5th Grade) that specializes in educating children with ADHD, high functioning autism, Asperger’s, anxiety, and other learning differences to equip them with the skills needed to navigate the world with confidence.
We provide a modified balanced calendar to ensure academic and social consistency for our students. Our student to teacher ratio ranges from 3:1 to 6:1 and our teachers design and implement a comprehensive curriculum with multi-sensory and differentiated instruction. The Cloverleaf School also prepares students for their next educational steps by creating individual learner profiles.
We take “Quo Vadis?” (“where are you going?”) as our motto because we believe every child’s outcome can be influenced and is not a predetermined and immutable destiny. We are dedicated to creating the conditions in which children with ADHD, autism, and other learning disabilities can thrive and reach their fullest potential.
Emily Swindall: Emily Swindall is the Educational Director of The Cloverleaf School. She has a B.S. in Early Childhood Education from Georgia State University and a M.Ed. in Special Education from Grand Canyon University. Prior to teaching full-time, Emily was a social skills therapist, a preschool facilitator and a community access coach for kids with special needs. Emily is passionate about equipping students with the tools and strategies they need to have success academically and socially. Emily loves infusing movement and multi-sensory experiences into her lessons.
Katherine McGee: Katherine McGee is the Director of Admissions & Counseling at The Cloverleaf School. After graduating with a B.S. in Psychology from Kennesaw State University, she began teaching in the special needs community, specializing in phonics and social skills instruction. In 2008, Katherine became an Educational Director, working closely with other teachers to help them develop curriculum, classroom management skills, and multisensory instruction techniques. Being a parent of a child with special needs, Katherine has always been passionate about parent support and education and has a knack of viewing things with a “fresh eye.”
Jessie Leyden: Jessie Leyden is a lead teacher at The Cloverleaf School of Atlanta. She has a B.A. from Oglethorpe University and a M. Ed in Early Childhood Education from Georgia State University. She is certified in Early Childhood Education, Behavioral Science, and Special Education. Jessie also has an ESOL endorsement for grades K-12. Jessie joined The Cloverleaf School in 2012 after four years at The Howard School, where she worked in 8th grade and Kindergarten-1st grade.
Highest Degree of Presenter(s)
Emily Swindall: Master's of Education
Katherine McGee: Bachelor's of Science
Jessie Leyden: Master's of Education
Presentation Abstract
Students with special needs benefit from various modifications and accommodations in the classroom. Due to their specific sensory needs our students thrive in a classroom environment that supports “whole body learning.” This presentation will offer examples of how to best support students in the classroom to not only reach their learning potential but also encourage positive behaviors, social skills, and coping strategies.
Recommended Citation
Swindall, Emily; McGee, Katherine; and Leyden, Jessie M., "Whole Body Learning in the Classroom" (2014). Georgia Association for Positive Behavior Support Conference. 21.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/21
Handout- Importance of Language
Children’s Books for Teaching about Feelings, Moods & Emotions.pdf (4445 kB)
Handout- Children's Books for Teaching Emotions
Whole Body Learning in the Classroom
Student Center-Lucerne
Students with special needs benefit from various modifications and accommodations in the classroom. Due to their specific sensory needs our students thrive in a classroom environment that supports “whole body learning.” This presentation will offer examples of how to best support students in the classroom to not only reach their learning potential but also encourage positive behaviors, social skills, and coping strategies.
