Transcript behaviour exceptionality - Special Education Part 1 Secondary

What is behaviour exceptionality
Ministry def. of behaviour exceptionality
Symptoms/ characteristics of behaviour exceptionality
Causes of behaviour exceptionality
How the students with behaviour exceptionality are
identified by the teacher and IPRC .
Types of exceptionalities
Teaching/learning strategies and accommodations
follow classroom rules
 do not break social and cultural norms
 no put downs for others
 No vandalism
 no racial slurs
 no yelling and swearing
 no roaming around during the teaching
 follow instructions and produce work
according to the expectations
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WHAT SHOULD YOU DO IF YOU
HAVE A STUDENT WITH
INAPPROPRIATE BEHAVIOUR ?
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talk to the student in private
and
avoid
from
confrontations
where
a
student might loose face
work at understanding the
root cause of the behaviour
involve the student in setting
goals and consequences
involve the parents also so
that a consistent approach
could be used at home and
school
provide preferential seating
regular
check
on
the
student
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Avoid over reacting to the student’s behaviour giving the
student chance to correct that behaviour
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Confer with the student and ask how he or she learns best
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Teach and reinforce with the student, the concept of each
person's right of space
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Carefully use humour to diffuse the problem
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Use professionalism
Remain calm and quiet
Ignore the challenge
Withdraw from conflicts
Do not raise your voice
Be aware of your body language
Approach problems with the student with a
problem solving approach rather than
blaming the student
Establish an eye contact before giving the
instructions
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May develop an IEP OR
May seek an advice from the board for furthur
medical diagnosis
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Refer the student to IPRC
IPRC identifies the student on the basis of
categories listed by the ministry of education
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According to the ministry of edu.: A learning disorder
characterized by specific behaviour problems over
such a period of time and to such a marked degree,
and of such a nature as to adversely affect the
performance and could be accompanied by more
of the following:
a) an inability to build and maintain interpersonal
relationships
b) excessive fears or anxieties
c) a tendency to impulsive reaction
d) inability to learn that can not be traced to
intellectual, sensory or other health factors or any
combination thereof
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The characteristics are based on certain tendencies, such as
disregarding the social and cultural norms.
For example:
I.
Destroying their own , other person's or school property
II. Being disobedient, defying authority, testing limits, refusing to
follow directions
III. Being domineering, uncooperative, resistive, inconsiderate or
disruptive.
IV. Fighting, hitting or assaulting others.
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Intimidating,
others
threatening,
bullying
being restless boisterous and noisy
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being untrustworthy or dishonest,
stealing and lying.
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using profane or abusive language
and gestures
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demonstrating criminal behaviour or
vandalism
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Often skipping school
Speak out
 Disrupt the class
 display temper tantrums
 repetitively show the same behaviour
 day dream, short attention span or poor
concentration, lack of focus.
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uncooperative in groups,
argumentative or
passively non-compliant
seek attention
depend on other and
require constant
reassurance
hypersensitive, get hurt
easily or embarrassed
Withdrawal
 Nervousness
 Hypersensitivity
 Anorexia.
 Self abuse or substance abuse
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Environmental: like pollution metals etc. can cause
behaviour disorders
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Psychodynamic: The problems occur due to deep rooted
inner disorder and deviations are manifestations of this.
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Ecological: an individual's relationship with the family and his
peers sometimes brings up the unacceptable behaviour
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Psycho educational: A students behaviour may be a
combination of circumstances that are brought about in the
school.
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Behaviourist: This may result following a wrong role model
and having been taught wrong things.
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Biophysical: Malnutrition and deficiencies in genetics cause
abnormal behaviours
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Allergies: allergies may also be the reason of behaviour
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The students with behaviour issues may
not be identified by IPRC but may have
an IEP. These students can be :
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Disruptive in the class
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Noisy
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Stubborn
Conduct Disorder
“A repetitive and persistent pattern
of behaviour in which the basic
rights of others or major ageappropriate societal norms or rules
are violated.”
Traights include
Bullying/threatening others
Engaging in physical
fights/muggings
Physically cruel to people and
animals
Forcing others into sexual
behaviour
Destroying property
(Autin & Sciarra p.29)
Oppositional Defiant Disorder
Behaviour that includes
Frequent loss of temper
Frequent arguing with adults
Refusal to comply with rules or
requests of authority figures
Exhibiting intentionally
annoying behaviour
Blaming others for mistakes
Spiteful/vengeful behaviour
(Autin & Sciarra p.58)
Anxiety Disorders
Includes
Phobias (excessive fear of object
or situation)
Separation Anxiety Disorder
(anxiety about being away from
home)
Social Anxiety Disorder (extreme
shyness)
Posttraumatic Stress Disorder
(anxiety associated with a past
traumatic event)
Obsessive Compulsive Disorder
(recurrent persistent thoughts or
impulses)
(Autin & Sciarra pp. 120-177)
Depressive Disorders
Also known as Mood Disorders
Includes
Major Depressive Disorder
Bipolar Disorder
Parasuicide (suicide attempts
made as “cries for help.”
Reactive Attachment Disorder
Failure to bond with other
people
Often caused by severe child
abuse or neglect early on in life.
Related to the classroom environment
 Related to lesson presentation
 Related to organization
 Related to assessment
 Other support
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