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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
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Areas of need set out in the SEN Code of Practice
Planning for students with behavioural, emotional and social difficulties
Special educational needs and/or disabilitiesTraining toolkit
Session 12
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
2
Learning outcomes
You will:− know how to build into your day-to-day planning appropriate
opportunities for behavioural, social and emotional learning for students with BESD
− be familiar with some teaching styles and approaches for students with BESD
− know how to remove barriers for students with BESD − know how to annotate planning to take account of learning
objectives, teaching approaches and modifications/adjustments for students with BESD
− know how to link day-to-day planning to students’ targets
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
3
Learning outcomes
You will know how to:− identify appropriate learning objectives for
students with BESD− build work on these objectives into your
day-to-day planning
Activity 1
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
4
Learning objectives and BESD
− For academic subjects, these may be the same as those set for the whole class
− Students are likely to need additional work on behavioural, social and emotional learning objectives
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
5
Learning outcomes
You will:− be familiar with some of the teaching styles and
approaches that are appropriate for students with BESD− understand how to build these into your lesson planning
Activity 2
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
6
Teaching approaches
− Active and interactive teaching strategies− Effective use of ICT− Structure and predictability− Clear rules and routines− Help to work independently
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
7
Teaching approaches (continued…)
− Catch the student being good− State the behaviour you want to see− Use predictable consequences, linked to the
language of choice− Label the behaviour not the student− Take steps to build relationships
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
8
Learning outcomes
You will:− be familiar with some of the strategies to remove
barriers for students with BESD− understand how to build these into your lesson
planning
Activity 3
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
9
Strategies to remove barriers
− Help the student manage stress, anxiety and anger− Provide opportunities to be active and take breaks− Give students individual workstations− Use support from other students− Use support from additional adults− Strengthen home-school links− Provide a curriculum that is interesting and relevant
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
10
Learning outcomes
You will know how to:− annotate your planning to take account of students
with BESD− link your planning to students’ targets
Activity 4
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
11
Effective planning for students with SEN and/or disabilitiesEffective planning will:− be incorporated into your usual planning format− include personal targets wherever possible− draw on the three principles of inclusion− involve collaboration
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
12
Learning outcomes
You will:− reflect on the session− identify key points of action to consolidate and apply
your learning
Activity 5
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
13
Key learning points
− Behavioural, emotional and social difficulties have multiple causes
− They often arise when a student’s basic needs are not met
− Understanding the antecedents and consequences of specific behaviours can help teachers develop effective strategies
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
14
Key learning points (continued…)
− Students with BESD often require a multi-agency response
− Teachers should plan appropriate learning objectives and teaching approaches, and make modifications/adjustments to remove barriers, so that students can succeed in school and develop behavioural, social and emotional skills