Identify And Explain The Causes Of Behaviour Difficulties In Schools

It is therefore fair to say that adults with learning disabilities health and social wellbeing is severely compromised when they come in contact with the justice system with little seeming to work properly, leaving these vulnerable individuals open to all sorts of abuse.

Disability brings problems to schools too causing the child to be disadvantaged. These could include lack of specialist staff or poor staff knowledge which can lead to lack of socialisation and integration into the school.

A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for

This duty is anticipatory it requires thought to be given in advance to what disabled children and young people might need to be made to prevent that disadvantage

Children may face behavioural difficulties such as aggression. This could affect their speech because they may express how they feel through the aggression and not by using speech. Their speech may become poor as a result. Their language they use may not be correct and their communication maybe poor or no existent. Emotional difficulties could include going through a family breakup or grievance. The child may become withdrawn and upset. Children going through this may not want to communicate with people in turn becoming mute. This would have a negative effect on their speech. Social difficulties could include poor housing, lack of friendships and living in poverty. This would affect the child’s SLC because they may not get the socialisation

There are a variety of different interventions that can help a child appears to not be following the normal/expected development path. Schools will have their own SENCO (Special Educational Needs Co-ordinator) in place. This is a role that would normally be responsible for identifying a SEN in a child and then they would help provide support to child and their family. The SENCO will play an important role in the life of the child for their development and learning.

Often there are times where a child, most commonly in single child homes, might have behavioral issues due to not having the ability to

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without

The father reported when the child was in third grade there were behavior problems in school. He indicated that the child would go school, but would not go to class. He stated that Thekli would sit at the security desk or in the principal’s office and or in door of the classroom. Mr. Chronis stated that Thekli would fight every morning with the mother (the child would change her clothes three times) and the mother would get upset. He indicated at times Thekli would not get out of bed or brush her teeth. The father reported that she would be obstinate and difficult when it was time to get ready for school. The father stated that did not think that the treatment with Dr. McGrath was productive for the child. He indicated that the clinician met

The word “disability” is often linked to images of visible disability, for example someone who uses a wheelchair or Seeing Eye dog. They have what most people would consider to be an “obvious” disability. For me, the word disability brings to mind images of my younger brother, and what has happened since he was diagnosed with Autism, Epilepsy and Tourette syndrome eight years ago. Being the caretaker of a child with an invisible disability can be difficult. People don’t understand that a tantrum or a swearing fit or not happening because my brother is spoiled, but rather because he cannot control himself. Most people don’t know about the behavior autistic children exhibit, and thus they are not open to accommodating for this behavior. For example, my brother has focal tics which cause him to cough. This can sometimes be disruptive, especially in a quiet learning atmosphere. Prior to his diagnosis, teachers insisted the behavior was intentional, yet afterward they were much more open to accommodating for my brother’s need to step out of the classroom occasionally to deal with his tics.

Resolving behavioral issues with students in the classroom is been one of the main problems teachers are facing today. Students get to school sometimes with a negative attitude and teachers have to find ways in how to help these students succeed in the classroom. A major reason teachers leave their profession is because their frustration encountering many minor disruptions during activities is constant (Jones & Jones, (2016). There are many critical components that teachers need to implement in the classroom to have all students behave appropriately and willing to learn. Educators must listen to their student’s opinion and value their work otherwise they will keep facing behavioral issues with students. An effective teacher must be willing

This experience will influence me as a teacher by reminding me not to go into a situation with a preconceived notion. To understand the child’s disability, to treat the child as I would every other student but understand that modification’s will be needed to create a stable and healthy learning environment for the child and most importantly teach the other students to be compassionate to those that need extra