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

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Presentation on theme: "SPECIAL EDUCATION SUPPORT SERVICE building on ability Challenging Behaviour and Students with Special Educational Needs."— Presentation transcript:

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

2 Challenging Behaviour and Students with SEN2 Seminar Outline 1.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 2.What can I as a teacher do about Challenging Behaviour? –Aim: To provide teachers with strategies for preventing and managing challenging behaviour

3 Challenging Behaviour and Students with SEN3 Why ? Special Educational Needs – Our Students Over flow - teachers and students Communication and Behaviour

4 Setting the SceneChallenging Behaviour and Students with SEN4 Why? Our Students System Limitations Continuums Co morbidity Biology Language

5 Challenging Behaviour and Students with SEN5 Why? Over flow

6 Management StrategiesChallenging Behaviour and Students with SEN6 Why? Communicative Intent of Behaviour I’m tired! I’m bored! I’m angry! I want to get out of this room! I’m lonely! I like doing this! I can’t do this work! I want to annoy you! I’m frustrated! I’m rebelling!

7 Challenging Behaviour and Students with SEN7 What can we do? Prevent :Predictability and Consistency The classroom environment The learning environment Class Behaviour Agreement Manage: The Phases of an Incident

8 Preventative StrategiesChallenging Behaviour and Students with SEN8 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?

9 Preventative StrategiesChallenging Behaviour and Students with SEN9 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?

10 Challenging Behaviour and Students with SEN10 Activity How do you deal with classroom disruption?

11 Challenging Behaviour and Students with SEN11 DisruptionStrategy Calling outLook at the pupil, raise your hand to model the rule, take the answer from a pupil who followed the rule. InterruptingContinue conversation with pupil. Briefly stare at the interrupter to signal you’re ignoring them. Answering backBroken record – ignore answering back and repeat instruction. Talking noise“I need you to use your working voice”, or visual cuing e.g. Noise-ometer, traffic lights. TappingRedirect, “I need you to…” Silly noisesBehavioural feedback, “You are making a noise. I need you to listen.” Out of seatRedirect to seat using visual cue. Task-refusal“I need you to finish this task by the end of the session or you will need to take it home. It is your choice. I will be back in 5 minutes to see how you are getting on.” Uniform problems“I need you to wear your school jumper.” (Refer to school rules/policy.) Do not ask “why?” No equipmentProvide equipment. At the end of lesson provide a reminder of equipment needed next lesson. Collect any equipment lent to pupils. Swearing at another pupil “We speak politely to each other in this class.” (Refer to classroom rules.) “I don’t speak like that to you.” “I don’t want to hear that language, thank you.”

12 Preventative StrategiesChallenging Behaviour and Students with SEN12 Towards a Class Behaviour Agreement Basic principle: RIGHTSRESPONSIBILITIESRULESCONSEQUENCESSUPPORT

13 Preventative StrategiesChallenging Behaviour and Students with SEN13 Four Fundamental Rules When setting up class rules, focus initially on basic rules. In our class we … SAFETYLEARNING COMMUNICATIONRESPECT

14 Preventative StrategiesChallenging Behaviour and Students with SEN14 COHESION PHASE: Rules and routines understood and accepted – they become ‘the way we do things here’ Most important  Implementation CONSOLIDATION AND MAINTENANCE PHASE: Refer to what has been established Follow through on it Consciously address issues ESTABLISHMENT PHASE: School Code of Behaviour Class Behaviour Agreement Class Routines Organisation of Classroom

15 Preventative StrategiesChallenging Behaviour and Students with SEN15 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

16 Preventative StrategiesChallenging Behaviour and Students with SEN16 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 TEACH MODEL PLAN All ongoing

17 Management StrategiesChallenging Behaviour and Students with SEN17 Phases of an Incident Calm Trigger Agitation Acceleration / Escalation Peak De-escalation Recovery INTERVENTION POSSIBLE AT ALL PHASES

18 Challenging Behaviour and Students with SEN18 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.

19 Challenging Behaviour and Students with SEN19


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