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Challenging Behaviour and Students with Special Educational Needs

Challenging Behaviour and Students with Special Educational Needs . SPECIAL EDUCATION SUPPORT SERVICE. building on ability. Seminar Outline. Why do some students with SEN display Challenging Behaviours?

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Challenging Behaviour and Students with Special Educational Needs

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  1. Challenging Behaviour and Students with Special Educational Needs SPECIAL EDUCATION SUPPORT SERVICE building on ability

  2. Seminar Outline • Why do some students with SEN display Challenging Behaviours? • Aim: To examine the reasons students display challenging behaviours and to reflect on our approaches to challenging behaviour and students with SEN • What can I as a teacher do about Challenging Behaviour? • Aim: To provide teachers with strategies for preventing and managing challenging behaviour Challenging Behaviour and Students with SEN

  3. Why ? • Special Educational Needs – Our Students • Over flow - teachers and students • Communication and Behaviour Challenging Behaviour and Students with SEN

  4. Why?Our Students • System Limitations • Continuums • Co morbidity • Biology • Language Challenging Behaviour and Students with SEN

  5. Why? Over flow Challenging Behaviour and Students with SEN

  6. Why?Communicative Intent of Behaviour I’m bored! I’m angry! I’m tired! I want to get out of this room! I want to annoy you! I like doing this! I’m frustrated! I can’t do this work! I’m lonely! I’m rebelling! Challenging Behaviour and Students with SEN

  7. What can we do? Prevent :Predictability and Consistency • The classroom environment • The learning environment • Class Behaviour Agreement Manage: The Phases of an Incident Challenging Behaviour and Students with SEN

  8. The Classroom Environment • Use of Space: Easy to navigate or too cluttered? Storage space? • Displays: Stimulating but not overwhelming? • Respect: For personal space / property / classroom? • Seating arrangements: Suitable for learning? • Quiet area: Independent study? • Noise: What’s acceptable level & when? • Light: Enough / too much? • Air / Heat: Enough / too much / control? • Safety: Equipment, storage, wires, etc. Question: What works for me with this class / this student? Challenging Behaviour and Students with SEN

  9. The Learning Environment • Culture of learning? • Choice of learning? • Co-operative learning? • Work at an appropriate level? • Varied teaching approaches? • Different learning environments? • Focus on social and personal development? Challenging Behaviour and Students with SEN

  10. Activity How do you deal with classroom disruption? Challenging Behaviour and Students with SEN

  11. Challenging Behaviour and Students with SEN

  12. Towards a Class Behaviour Agreement • Basic principle: RIGHTS RESPONSIBILITIES RULES CONSEQUENCES SUPPORT Challenging Behaviour and Students with SEN

  13. Four Fundamental Rules When setting up class rules, focus initially on basic rules. In our class we … Challenging Behaviour and Students with SEN

  14. Most important  Implementation ESTABLISHMENT PHASE: School Code of Behaviour Class Behaviour Agreement Class Routines Organisation of Classroom CONSOLIDATION AND MAINTENANCE PHASE: Refer to what has been established Follow through on it Consciously address issues COHESION PHASE: Rules and routines understood and accepted – they become ‘the way we do things here’ Challenging Behaviour and Students with SEN

  15. Class Routines What routines are in place for the following? • Addressing staff • Transitions • Lesson routine • Use of resources • Care of own property • Class interruptions • Waiting work / activity box • Out-of-class routines Class rules and routines must be explicitly taught Challenging Behaviour and Students with SEN

  16. Teaching Routines and Rules: How? • Discuss and/or explain • Model appropriate behaviour • Plan positive consequences for following rules • Encourage and remind: ongoing reference to rules • Check for understanding: pupils explain in own words • Role-play: before or after • Manage it / implement it All ongoing Challenging Behaviour and Students with SEN

  17. Phases of an Incident Peak 5 Acceleration / Escalation De-escalation 4 6 Agitation 3 INTERVENTION POSSIBLE AT ALL PHASES Trigger Recovery 2 7 1 Calm Challenging Behaviour and Students with SEN

  18. Review • Focus on the student, not the behaviour • Adapt the environment and your teaching (change the hole, not the peg) • Stay calm and be positive. Challenging Behaviour and Students with SEN

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