The Importance Of Student Behaviors And The Classroom Environment

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

Including students with additional needs such as Doug in a regular classroom requires a specific change in teaching behaviours. Research conducted this year revealed that the relationship between a teacher and students underpins the importance of fostering a students belonging with disabilities (Crouch, R., Keys, C. B., & McMahon, S. D. 2014). On many occasions Doug should have been treated and catered for differently not only by his peers but especially by his teacher as his rights are protected by the Disability and Discrimination Act 1992 (DDA). The Act directly address the area of

DDA includes a series of traditional impairments in the definition of disability, identifies that disability may not happen at a lifelong period, and sets up a frame work for the education standards (Foreman & Arthur-Kelly, 2014). According to the Australian Disability Standards for Education 2005 (education.gov.au, 2005), all students should be treated with no discrimination; reasonable adjustments of school activities are required for students with special learning needs; alterations need to be consulted with students and parents/carers. Until 2012, the achievement of the Education Standard was limited, due to the unclear statement of responsibility and complex complaint procedure. The attitude of education providers towards students with additional needs plays a crucial role in changing the standard to real support (Foreman & Arthur-Kelly, 2014). To provide support to students with additional needs, the national government implements a broad range of services, resources, and funding for both teacher professional development and student support, and also set up the national agreement - the Melbourne Declaration on Educational Goals for Young Australians (Barr et al., 2008). It has been stressed that all

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?

Contemporary students with learning disabilities such as ADD/ADHD are continuously perceived as incompetent to adapt to a traditional classroom setting with students who have no learning disabilities. Consequently, many students with learning disabilities are placed in classrooms that are designated only for students with learning disabilities. Schools use a non-inclusive setting when students with learning impairments like ADD/ADHD are placed in a “special class” with other learning impairment students. This non-inclusive classroom placement causes many learning impaired students to do worse academically and socially than if they had been placed in an inclusive setting. By definition, ADD/ADHD students that are placed in an inclusive

Behaviour difficulties are closely linked to a failure of a child to access education and make progress. Schools sometimes struggle to help disabled children and children with SEN access their education, and where this happens it can lead to disabled children and children with SEN being caught up in disciplinary procedures unnecessarily.

Teachers can support students with autism in the classroom in a number of ways. In NZ, resource teachers: learning and behaviour (RTLB) are funded to support teachers and schools to best meet the needs of students within an inclusive education system (Ministry of Education, n.d.). Together, RTLB and teachers divise Individual Education Plans (IEP) which are written plans that set out goals for students and factors in the people who will be working alongside them. However, teachers do not need to create a separate plan for students with ASD instead they can plan for all students, taking in to account the learning needs in the classroom, as

Classroom behavior management is considered to be one of the most important factors to determine student’s behaviors. With that being said, the study evaluated classroom behavior strategies that are aligned with Positive Behavioral Interventions Supports (Reinke, Herman &Stormont, 2013). According to research, the impact of SW-PBIS has reduced problem behaviors and increased academic performance. However, despite the increase of PBIS many teachers continue to struggle with managing student behavior in the classroom (Reinke, Herman &Stormont, 2013). Often times ineffective classroom management negatively impacts students behaviors in where they are given less academic instruction. This is important because teacher’s implementation of effective practices becomes affected by their job demands. Teachers are therefore less likely to have effective implementations if they are emotionally exhausted or lack self-efficacy (Reinke, Herman &Stormont, 2013). More importantly, if teachers implement PBIS in their classrooms with positive stated rules and expectations they are more likely to praise their students and reduce behavioral problems. Whereas, teachers with higher rates of student disruptive behavior are more likely to have lower self-efficacy and emotional exhaustion (Reinke, Herman &Stormont, 2013).

A wide continuum of services remains in place for students with behavioral challenges ranging from highly restrictive, separate environments, to general education settings with little or no restrictions at all. Separate, full-time classes for students with behavioral challenges are still the norm in most regular schools. However, studies have shown that if students were unable to manage their behaviors and if they were not successfully included in general education by the time they reached high school. They were at a greater risk of ‘dropping out’ (Tobin & Sugai,

The main focus of the field placement was on student behaviour in the classroom and how students with disabilities may cause distractions to the class for several reasons. Evidently, the relationship between ADHD and ODD contribute to a student’s inability to be on-task and demonstrate antisocial behaviour (Matthys and Lochman, 2017, p.3; Hamilton and Armando, p.864). The implications of ODD on the student’s education are significant due to the student’s reaction to positive behavioural management techniques may be met with uncertainty and destructiveness (NDCO, 2010, p.12). In addition, the students are examined to be “argumentative and defiant”, they may also “deliberately annoy others” and portray “sudden unprovoked anger” (NDCO, 2010,

These setbacks also need to be addressed because those children are mixed with the general population of students. Some parents have special education plans with schools to allocate their child the educational support they need for success, while other parents are still in denial or do not recognize the symptoms their children demonstrate. As shown in the figure, there are arrows in both directions symbolizing the affect that disabilities have on the family’s support system while also outlining that disabilities can be conquered with a solid support system at home. Many students with disabilities, like Autism or Down syndrome, are extremely intelligent they just require more supervision to keep them on

Schools are important for the education of children with respect to their social, emotional and mental development. The class provides an avenue where students can learn several items ranging from managing their emotions, being focused, easily following the given directions and establishing relations with their fellow peers and even the adults. With the increasing number of students and all other factors constant, schools have failed in effectively deal with students who require special education. The special education teachers often have low expectations in their children as the supporting initiatives often are less.

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the

Student behavior in the kindergarten class would start off with a song in Spanish about being quiet when the teacher is talking. This song is used as a general procedure for the students to follow, and the students would sing along with it as well. Half of the class would sit properly, but some students needed to be reminded to sit correctly. The teacher had to make sure the students were not talking. If the students behaved, they got to watch a video or play a game. It is also important to make sure the students don’t call out, and also make sure they all get a chance. Students are reminded that they cannot say any random idea that comes to mind when answering a question, and they need to stay on topic. When a video is being shown, it is important that the students remain quiet so everyone can hear the video. In some cases, questions are not allowed unless it is an emergency. Students who sit near a door during rug time are not allowed to play with the door, unless they would want to go back to their seats. Any students who act up will be moved. Playing with the chips that go to bingo boards would result in the game privilege being taken away from the students. The students are required to work together and be nice to each other. Refusal to play bingo would result in the student being sent back to their desk and put their head down. Kids would cooperate well at times. Not everyone can get a turn, and any student who growls will not be picked. All eyes are required to be