Resources and Links

by Nettie Fabrie

At a remedial conference in the summer of 2000, Nettie Fabrie presented the following matrix to help teachers and parents strengthen their understanding of the four lower senses. The senses of Touch, Life, Movement and Balance - what are the qualities of each, how do we strengthen these qualities, what can get in the way, what does a need for development look like?

Factors Behind the Increases in Learning Challenges

by AHE Board Member Connie Helms

Parents and teachers are finding that outstanding numbers of children and adolescents are facing academic and behavioral challenges. Labels such as Dyslexia, Dysgraphia, Learning Disabled and ADD/ADHD are frequently used, yet underneath these diagnoses lies a more fundamental problem. The root causes of many challenges that lead to these common labels have less to do with learning issues and more to do with...

A Scaffold for Waldorf Teaching

by AHE Board Member Jeff Tunkey

The following is an attempt at an outline of core concepts that every Waldorf teacher might aspire to study and incorporate; at best, it represents a “first page” of topics for study and contemplation...

The Nature and Treatment of Trauma

by AHE Advisory Board member Andrea Rentea, M.D.

Anthroposophy gives us valuable insights into structuring some of the understanding of traumatic events. Essentially, the four elements that are around us provide a guide to the direction from which the organism can be attacked. Rudolf Steiner connects the soul life...

Dyslexia and the Reading Process

by AHE Board Member Mary Jo Oresti, M.A.

The topic of reading is to me like driving in an unfamiliar town and all the possible ways to arrive at your destination. Some people have a map that they can interpret. Some people have a good sense of direction and can almost follow their instincts and arrive where they need to be. Others take lots of different turns...

Blanket Wrap - Preparing for Sleep, and for Centering/Calming During the Day

by AHE Board Member Mary Jo Oresti, M.A.

This activity is a wonderful way for the parent and child to spend time together. It is especially useful for children who are sensitive to touch or do not have a sense of their boundaries. They are often helped by...

A Case for Including Educational Support Programs in Waldorf Schools

by AHE Board Member Mary Jo Oresti, M.A.

We have reached a crossroads in education. Each day in the classroom we experience that all children, including those raised in nourishing environments, have individual needs. This has been true for decades, and we have been free to pursue the best practices to ensure that each child is being met. However, let's consider that in our present times the matter is more urgent as childhood is being eroded. Nutrition, movement, disruptions in life's rhythms, and sensory...

About the Extra Lesson and Other Remedial Interventions

by AHE Board Members Mary Jo Oresti and Jeff Tunkey

In our work with the children in the Waldorf school we strive to create a complete picture of each child so that we can best meet his/her needs. Part of the process may include family visits, medical history taking, review of previous school records, including testing, and discussions with all of the child’s teachers. An additional component of our program is called the Extra Lesson, which derives its name from work begun in the 1970's in England, by Audrey McAllen. Taking up Rudolf Steiner’s many lectures...




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	Observations Based on the Lower Senses by Nettie Fabrie At a remedial conference in the summer of 2000, Nettie Fabrie presented the following matrix to help teachers and parents strengthen their understanding of the four lower senses. The senses of Touch, Life, Movement and Balance - what are the qualities of each, how do we strengthen these qualities, what can get in the way, what does a need for development look like? Factors Behind the Increases in Learning Challenges by AHE Board Member Connie Helms Parents and teachers are finding that outstanding numbers of children and adolescents are facing academic and behavioral challenges. Labels such as Dyslexia, Dysgraphia, Learning Disabled and ADD/ADHD are frequently used, yet underneath these diagnoses lies a more fundamental problem. The root causes of many challenges that lead to these common labels have less to do with learning issues and more to do with... A Scaffold for Waldorf Teaching by AHE Board Member Jeff Tunkey The following is an attempt at an outline of core concepts that every Waldorf teacher might aspire to study and incorporate; at best, it represents a “first page” of topics for study and contemplation... The Nature and Treatment of Trauma by AHE Advisory Board member Andrea Rentea, M.D. Anthroposophy gives us valuable insights into structuring some of the understanding of traumatic events. Essentially, the four elements that are around us provide a guide to the direction from which the organism can be attacked. Rudolf Steiner connects the soul life... Dyslexia and the Reading Process by AHE Board Member Mary Jo Oresti, M.A. The topic of reading is to me like driving in an unfamiliar town and all the possible ways to arrive at your destination. Some people have a map that they can interpret. Some people have a good sense of direction and can almost follow their instincts and arrive where they need to be. Others take lots of different turns... Blanket Wrap - Preparing for Sleep, and for Centering/Calming During the Day by AHE Board Member Mary Jo Oresti, M.A. This activity is a wonderful way for the parent and child to spend time together. It is especially useful for children who are sensitive to touch or do not have a sense of their boundaries. They are often helped by... A Case for Including Educational Support Programs in Waldorf Schools by AHE Board Member Mary Jo Oresti, M.A. We have reached a crossroads in education. Each day in the classroom we experience that all children, including those raised in nourishing environments, have individual needs. This has been true for decades, and we have been free to pursue the best practices to ensure that each child is being met. However, let's consider that in our present times the matter is more urgent as childhood is being eroded. Nutrition, movement, disruptions in life's rhythms, and sensory... About the Extra Lesson and Other Remedial Interventions by AHE Board Members Mary Jo Oresti and Jeff Tunkey In our work with the children in the Waldorf school we strive to create a complete picture of each child so that we can best meet his/her needs. Part of the process may include family visits, medical history taking, review of previous school records, including testing, and discussions with all of the child’s teachers. An additional component of our program is called the Extra Lesson, which derives its name from work begun in the 1970's in England, by Audrey McAllen. Taking up Rudolf Steiner’s many lectures...



		Zoo-robics and Crawl-asthenics How much creeping and crawling does it take to prepare a child for school? Many child development specialists believe that tens of thousands (perhaps as many as 50,000) crawling type steps are needed to properly myelinate the brain for academic readiness. The Importance of Play “Scientists who study play, in animals and humans alike, are developing a consensus view that play is something more than a way for restless kids to work off steam; more than a way for chubby kids to burn off calories; more than a frivolous luxury. Play, in their view, is a central part of neurological growth and development — one important way that children build complex, skilled, responsive, socially adept and cognitively flexible brains.” From an article titled“Taking Play Seriously” in the Feb. 17, 2008 New York Times Magazine. Wanted! Your suggestions for links and articles can help us continue to build this website as a resource.

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