1. Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 3: Including pupils with Special Needs

2. 2 Scenario 3 Including pupils with special needs You have a pupil in the class with Asperger’s Syndrome. He has the support of a Teaching Assistant (TA). He is accepted by most of the class but you don’t know how to respond when he becomes distressed by the behaviour of others. How can you include him more in lessons? What do you do?

3. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK3 Key Learning Outcomes Developing some of the skills needed to provide for pupils with special needs and to set up an inclusive learning environment in which all pupils can thrive Modelling and Practising ways of working most effectively with Teaching Assistants

4. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK4 What do you do? 1.Check the pupil’s Individual Education Plan (IEP) before the lesson and raise any issues which occur to you with the Teaching Assistant as soon as the TA arrives. 2.Have a word with his TA before the lesson to ensure that the TA knows your priorities for the pupil for this session and that you are up to date with any specific issues or problems. 3.Have a regular planning meeting with the TA to discuss his learning, how best to support the pupil and any behaviour issues. 4.Make sure that you check up on his progress in the lesson and do not leave it all to his TA. 5.Establish and keep to consistent routines where possible, explaining changes.

5. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK5 What may be the best choice? 3. Meet with the TA regularly to plan together This may be easier in a primary school where the teacher is likely to be working with one class and a smaller number of TAs. It is likely to be standard practice here. In a secondary school, especially one with many pupils with special needs, this might prove harder to achieve, but should be a priority The other responses have their merits but without a regular meeting with the TA to review and plan for progress, inclusion will be less effective

6. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK6 How might you prevent a recurrence? Having planned the lesson with the TA the following may help include pupils with special needs: 1.Be organized and ensure that everything that the pupil needs to get started is on hand. 2.Always make the pupil feel welcome and set aside some time in every lesson to talk to her/him. Use praise where you can and find out what helps him/her. 3.If there are to be changes, ensure that the TA is informed in advance, so that the TA can prepare the pupil for the change. 4.Devise ways to settle the class as quickly as possible using the techniques explored in this series to reduce disruption. 5.Ask for advice from the SENCO/Learning Manager. 6.Use individual learning approaches and sdapt tasks to suit the needs and ability of the pupil ability.

7. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK7 Underlying principles Inclusion is the key principle here. Special provision is only effective where a climate for inclusion has been created. Good classroom organisation is important for achieving effective inclusion. For example lesson routine, consistency and structure are particularly important for pupils with behaviour on the autistic spectrum There is no substitute for regular review and planning time with the TA outside the lesson The individual learning approaches you use for pupils with special needs are equally beneficial to all pupils

8. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK8 Rights and Responsibilities Teachers have a responsibility to value equally the needs of all their pupils and to provide for them. All pupils have the right to be taught in an appropriate learning environment. Teamwork with special needs staff is essential and it is your responsibility to help create it. There is a great deal of expertise available in schools (and elsewhere) to help you.

9. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK9 Activities to try 1.Discuss methods which have been seen to work, or which you have read about, which work with pupils on the autistic spectrum 2.In groups develop a plan for working with students with this type of special need 3.If the opportunity is open to you, try these out 4.Ask a fellow trainee to observe you and give you feedback using the “…worked well, even better if…” approach

10. WWW.BEHAVIOUR4LEARNING.AC.UKWWW.BEHAVIOUR4LEARNING.AC.UK10 Want to find out more? Improving Behaviour for Learning (Secondary Schools) – Settling the class Settling the class Group trainee teacher discussions – Including pupils with special needsIncluding pupils with special needs B4L Glossary item - Autism and the Autistic SpectrumAutism and the Autistic Spectrum B4L Glossary item - InclusionInclusion Teachernet - Children with autism strategies for accessing the curriculum mathematics Key Stages 3 & 4Children with autism strategies for accessing the curriculum mathematics Key Stages 3 & 4 The House of Commons - Education and Skills Committee Report on Special Educational NeedsEducation and Skills Committee Report on Special Educational Needs Teachers TV - Secondary Special Needs - Understanding AutismSecondary Special Needs - Understanding Autism Teachers TV - School Matters - "Being different may be cool" - On the Autistic SpectrumSchool Matters - "Being different may be cool" - On the Autistic Spectrum Teachers TV - Inspiration – Reaching RickyInspiration – Reaching Ricky Teachers TV - Secondary Special Needs – Inclusion and AutismSecondary Special Needs – Inclusion and Autism

11. Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the websitenotes for tutors and mentors Updated August 2009