DIR101 – Foundations for Inclusive and Connected Classrooms
When: November 23 and 24, 2026 (In Person)
Description
This foundational workshop introduces the DIR®/Floortime™ model, developed by Dr. Stanley Greenspan, and is officially certified through the Interdisciplinary Council on Development and Learning (ICDL). Participants will receive an ICDL certificate of completion, granting access to the ICDL professional directory and eligibility for advanced certification.
The DIR®/Floortime™ framework emphasizes the central role of relationships, emotional connection, and developmental readiness in learning. Participants will explore the six Functional Emotional Developmental Capacities (FEDCs)—the core stages that support self-regulation, communication, thinking, and social understanding—and consider how these apply within Singapore’s school context to promote student well-being and social-emotional learning (SEL).
Through video demonstrations, real-life case examples, and small-group discussion, educators ad therapists, school counselors will learn how to:
- Identify students’ developmental and sensory-emotional needs in classroom settings.
- Apply relationship-based strategies to enhance motivation, engagement, and self-regulation.
- Support inclusive education by meeting diverse learners where they are developmentally.
- Strengthen collaboration among teachers, learning support staff, counselors, and families to ensure holistic support for students.
The workshop emphasizes how emotional safety, positive teacher-student relationships, and individualized learning pathways build the foundation for academic growth, social competence, and mental well-being. Participants will leave with practical frameworks and strategies for integrating DIR® principles into daily classroom interactions, small-group learning, and pastoral care practices.
DIR®/Floortime™ is relevant across all stages of development, from early childhood through adolescence. It equips therapists and educators to see beyond behavior, understand the “why” behind student responses, and cultivate environments that nurture curiosity, connection, and lifelong learning.
Outline / Agenda:
Day 1:
8.30am Registration
9.00am DIR and Floortime introduction
10.30am Morning Break
11.00am Neurodiversity, Autism and More
12.30pm Lunch
1.30pm. Scientific evidence supporting DIRFloortime®
2.30pm The “D” in DIR
3.30pm Afternoon Break
3.45pm Problem-solving, ideation and sound symbol interaction for reading and math
5.00pm Adjourn
Day 2:
9.00am The “I” in DIR (Regulation, Attention and Executive Functioning)
10.30am Morning Break
11.00am The power of affect and The “R”
12.30pm Lunch
1.30pm Play
2.30pm Creative imagination, reading comprehension and written expression
3.30pm Afternoon Break
3.45pm Floortime Strategies
5.00pm Adjourn
Learning Objectives:
By the end of this course, participants will be able to:
- Identify at least three common features of autism and other challenges in relating, communicating, and engaging within classroom and school settings.
- Recognize at least four key features of relationship-based approaches and explain how these can be integrated into teaching, student support, and classroom management practices.
- Describe all six Functional Emotional Developmental Capacities (FEDCs) in the DIR® model and identify how challenges at each capacity may affect a student’s learning, regulation, and social-emotional growth in school.
- Describe at least three ways individual differences (the "I" in DIR®)—including sensory processing, health, and regulatory factors—can influence a student’s classroom behavior, participation, and learning readiness.
- Identify at least three key principles and practical strategies of Floortime™ and explain how they can be applied in teacher-student interactions to promote engagement and intrinsic motivation.6.
- Describe at least three characteristics of relationship and family systems within the DIR® model and discuss how collaborative partnerships between school and home can enhance student development and well-being.
- Explain the essential role of affect (emotional expression and connection) as it relates to the D, the I, and the R, and its importance in fostering emotional safety, empathy, and meaningful learning relationships in the classroom
Assessment: Completion of Feedback Form
The attendee will be registered through ICDL to be an approved provider and a portion of your fee will go towards the ICDL process.
Provider Name: Bridging Talents
Presenter: Maude Le Roux, OTR/L, SIPT, ADHD-RSP, DIR Champion, DIR/Floortime® Expert Trainer
Bio: Maude Le Roux is a global trainer in multiple methodologies and a mentor to therapists from multidisciplinary teams. She opened her practice, A Total Approach in Glen Mills, PA, USA in 2001. Maude started her training career in 2007 and opened her online academy in 2019. She has designed the Developmental Pathways Model (DPM), which she applies to her own unique assessment and intervention protocol for major diagnosis such as Dyspraxia, ADHD and Executive Functions, Autism, Reading and Writing Disorders, and Trauma and Attachment. Maude served 9 years on the Board of Directors for ATTACh and currently serves on their Advisory Board. She also serves on the Advisory Board for LSWorks (Neuralign program). She is a co-author of two books and more recently wrote a chapter on Trauma and the Body in “Healing Connections” which launched in September 2024. Maude received an award for “Continued child advocacy” through the ATTACh organization in September 2024. She also received the Champion Award through ICDL in November 2024. Maude has a “whole child” approach to care and intervention and equipping the child, while empowering the parent is at the core of who she is as a clinician and trainer.
Location: Singapore
Target Audience: Educators, Occupational Therapists, Speech Language Pathologists, Physical Therapists, Social Workers, Psychologists
Educational Level: Intermediary
Number of Participants: Unlimited
Instructional Methods: PowerPoint, Group Discussion, Video
Contact Hours: 12 hours
Contact: [email protected]
