The Code Of Practice Behavior, Emotional And Social Development

the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child 's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

If a child or young person needs more than the support of the school environment, then a multi-agency team will be involved. This would involve the child’s teacher, teaching assistant, the school SENCO, qualified and experienced professionals, for example Speech and Language Therapists and most importantly parents. This might be through a recognized programme such as the Nuffield Dyspraxia Programme, Language through Reading or Social Use of Language Programme, or through a combination of approaches tailored to suit the individual child or young person.

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

In the article, “Differentiating Instruction in Co-Taught Classrooms for Students with Emotional/Behavior Difficulties,” (2014) it discusses how a teacher or teachers uses co-teaching centers for teaching/learning purposes to help differentiate instruction in a classroom. The number of students are increasing in the classroom who have EBD which is emotional and behavior difficulties. Therefore, the article shows how beneficial have a co-teacher in the classroom to help plan, teach and assess.

There are different intervention groups and work in order to support pupils who are not progressing at the same rate. This will be advised by senco or other professionals who have links with the school.

Being a parent to special needs student can be the most difficult challenge a parent can face. Being able to find the necessary support comes with frustration and struggles when

‘Inter-professional working in education’ is a term given to a group of professionals from different agencies with a variety of specialist backgrounds working together, for educational purposes, to give children with different difficulties and levels of learning the opportunity to reach their full potential in education. The term “refers to interaction between the professionals involved, albeit from different backgrounds, but who have the same joint goals in working together” (Leathard, 2003, p.5). Inter-professional working is used in the primary school environment when a child has been noticed to struggle either with their academic work, social aspects of school

There are four main factors of emotional and behavioral disorders; biological disorders and diseases, pathological family relationships, undesirable experiences at school, and negative cultural influences. Most students with EBD fall into the normal IQ range, but EDB can prevent students from performing their best. They are smarter than their tests show, but their disability holds them back from showing us their potential on said tests. EBD individuals normally have aggressive behavior and act out, as well as being immature, withdrawn

In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. “By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]” (Woodhead, 2007). Therefore, there was much pressure to improve the state of education, including ECE. “The decade of the 1980’s saw numerous calls for widespread school reform, with changes recommended in teacher education, graduation requirements, school structure, and accountability measures” (S. Bredekamp, R.A. Knuth, L.G. Kunesh, and D.D. Shulman, 1992). At this time, there was an increasing concern about the quality of early childhood education for the influx number of families that needed it. This led the National Association for the Education of Young Children (NAEYC) to “begin planning a national voluntary accreditation system for early childhood programs”(NAEYC, 2014). With this planning came a need for a more specific description with regards to accreditation guidelines. Therefore, NAEYC issued a formal statement defining DAP.

Several issues are discussed in the NAEYC position statement about Developmentally Appropriate Practice (DAP). The section points out three main areas that policymakers have addressed because they realize how important these areas are to an early elementary child.

The two theories which will cover this assessment is Attachment Theory and Hierarchy of Needs. There are a selection of the population of pupils in schools who seem to be unable to access learning, to engage and achieve, and to move on into adulthood with confidence. For example, it is concerned that Gemma is unknown to support and advise which is provided within school to help her with education and self-esteem. This causes self-esteem issues and resilience to which have limitations on engagement in relationships and emotional and cognitive development. It is seen as teachers are the front line of a pupil’s behaviour (Geddes, H. 2006).

I have always enjoyed working with these children, despite the challenges, because of the immense rewards that come with it. The greatest challenge for me is not always being able to understand their behaviour, speech, or needs. It is frustrating to want to give and do anything

For this essay there will be a critical evaluation of the counselling approaches and skills that are used which can guide the practice of education professionals and benefit relationships with children/ young people in supporting their social and emotional well-being. The approaches that will be looked at and compared are the Person-centred approach and the Psychodynamic approach. The approaches will be discussed and linked to the use in an educational context by teachers with children and young people. The strengths and weaknesses of these approaches will also be examined. It is important for teacher to support children and young people’s social and emotional development right for the start of their educational experiences in the early years. The statutory frame work for the early years published by the department for education in 2014 makes sure that every practitioner follows by law the learning and development requirements of every child. The DFE 2014 suggests educational programs have to include activities and experiences involving the children as suggested: personal social and emotional development entails assisting children to develop an encouraging view of themselves, and others; to make positive relationships and develop respect for others, progress on their social skills and acquire the skill how to deal and control their feelings, to know how to behaviour correctly in groups and to have self confidence in what they can do. From this practitioners can pick up on

“Teachers are often caught between the service delivery system embraced by parents and the services the school actually provides”, (E. Amanda Boutot, 2011, p. 68). I believe that utilizing the Social Communication, Emotional Regulation, Transactional Supports (SCERTS) model would be an effective tool in bridging the gap between the preferred approaches or methodologies embraced by the family, and the services provided by the school. The SCERTS model is not exclusive to other ASD approaches, and utilized parents as active members to developing the education programming best suited for their child. One problem that I foresee with the SCERTS model is establishing the extensive time needed to develop, and adjust the individual educational programming due to the demanding schedules of educational professionals and family members.