The Effects Of Self Efficacy On Behavior Management Strategies ( Giallo & Little 2003 )

Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. According to Nind et al: “Education and educational provision is shared by both normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educational needs.”[1] This means that the aim of inclusive practice is to create a neutral learning environment. It should be noted that that every learner will have different needs and

In essence, inclusive teaching means teaching in ways that do not exclude learners, accidentally or intentionally, from opportunities to learn. By inclusive we mean valuing the contribution of learners regardless of their backgrounds and value systems. It is not about providing ‘remedial’ or ‘special’ measures for certain groups of learners.

The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensure that your teaching meets everyone’s needs enabling students to learn effectively. As a result students will feel that they belong in the classroom and learning environment. Inclusive learning means treating all of your students fairly and equally.

Inclusive practice in education moves us away from ‘integration’ and ‘mainstreaming’ of learners, which was mainly concerned with separating those with a disability or ‘special educational needs’ until they had reached the required standard for mainstream education. Inclusion is about the learner’s right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights. From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn

Critical response journal three is a reflective entry to detailed questions and thoughts pertaining to managing student behavior and promoting effective behavior in special needs students. Effective classroom practices and positive behavioral support approaches help to foster student success in the school environment.

I then try to model good behaviour by doing things like arriving punctually, ensuring my phone is turned off and treating all the learners with respect. References Data Protection Act (1998) [WWW Document]. UK Legislation. doi:10.1136/inpract.20.2.101 Department for Education (2011) Support and aspiration: A new approach to special educational needs and disability.

According to the foundations of Inclusion video the three key elements to the best inclusive practice are: access, participation and support. Access is allowing the student to get the education they deserve and making it easier on them. Students with disabilities should be allowed to have recess and go on fieldtrips with other students and teachers should help them accomplish that. Teachers are also encouraged to modify lesson plans so everyone in the classroom understands. Participation helps to make sure the student engages and fully understands what is being taught. Teachers can help with participation by interacting with the student and helping them to understand in different ways other than just speaking with them. Lastly, is support

Teachers will develop new skills, receive interventions and broaden their knowledge of behavior interventions and strategies to use in the classroom setting. Research based strategies and interventions will be provided so that participants are able to pick up useful skills to build a successful toolbox of strategies to use for Tier 1 behavior support and interventions.

Mark Miller, Head of the Behaviour Team, NSW DET provides an insightful commentary on Ian’s Behaviour management strategies, some of which I agree and disagree. Miller’s statement that “teachers must ensure that in each management approach, the needs of all learners are respected and that a 'one size fits all' approach doesn't marginalise students with special needs”, is one that I certainly agree with. In Ian’s classroom Dale is a prime example of a student that has different needs to his peers. Ian’s behaviour management strategies are not always going to cater to the needs of a student such as Dale. Perhaps what is needed is more of a focus on preventative strategies like adapting group contingencies into the learning environment so that all needs can be addressed. Chow and Gilmour (2016) discuss the effectiveness of adopting group contingencies in the classroom. Group contingencies have shown to be an effective classroom management system designed to proactively support appropriate classroom behaviour. They allow for adaptations to be made that are specific to individual student needs (Chow & Gilmour, 2016). For example, a student like

& Stephenson (2010) conducted a study into the willingness of behavioural specialists teachers within four regions across Sydney Metropolitan area to conduct, Functional Behaviour Assessments (FBA) required by PBS delivery in its third tier inclusion. The results show that some behaviour specialist had received training but it was not used as anticipated, with only half actually writing a verified FBA intervention plan .It seems that to support a wide-spread use of FBA within Australia, recommendations by USA colleagues have suggested a more formalize system of what constitutes the use of FBA and circumstances for its requirement, along with more training of FBA specialists. It was also suggested that classroom teachers have training in Applied Behaviour Analysis (ABA), as this is the reasoning behind FBA when implementing strategies into the classroom. (2010)

The Australian National Disability Strategy (2011) declares that students with disability achieve their potential through participating in an inclusive education system. Should this include students with emotional and behavioural disorders (EBD) or students with behavioural difficulties?

(DEEWR 2014). Positive interaction with children and their families’ shows regard for each child as an individual. (Bennett & Smilanich 1994)When guiding children’s behaviour I can focus on the behaviour as being the choice and the child’s effort towards change. After correction or negative interactions it is important as an educator that I re-establish a positive relationship with the child and let them know that each stay starts afresh.(Rogers 2009,, Glasser ,2010) Admitting when I make mistakes is a model for students that the individual is responsible for control of own behaviour choices

The contributions of Behaviourism can still be noticed today in approaches to disciplining children in school; behaviour management systems are often governed by positive

A number of behavior management plans, techniques, and strategies are available for teachers and administrators to use.

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).