. The value of using functional assessment information to develop effective behavioral interventions has been demonstrated, especially with students who have emotional and behavioral disorders yet who have normal cognitive abilities (Hagan, Lewis-Palmer, & Sugai, 1998). Not every student that begins school is ready to learn. Some children cause so much disruption within the class that it distracts other students that are ready and willing to learn to lose focus and not obtain the lesson that they are there to learn. Some students just are not mentally prepared for the classroom whether it be because they struggle with social or self-management skills, or because they have a tough home life, they can because a disruption for others so it is essential for the school system to come up with a way to diffuse the maladaptive behavior.
Describe with examples how different aspects of development can affect another. Different aspects of development can overlap and affect others in different ways; I will put a few examples. One example would be a child with communication problems, for example he/she speaks a different language to their peers, this in turn would affect their social development in that they wouldn’t be able to socialise with their peers and play. The child may become a victim of bullying as they are ‘different’ and may feel isolated. If a child wasn’t as advanced as their peers with reading and a group of children were sat on the carpet reading books together, the child may have difficulty mixing with that group and won’t feel included.
According to the IDEA this is one of the Special Education categories of listed disabilities. There are indeed some students who do display inappropriate behaviors that are undesired in the school district, and even behaviors that parents express are unwanted. Some of these behaviors are the inability to stay on task, escaping from work that may appear to be too difficult for the student to do, and negative responses for attention purposes. Within the contents of this paper explanation on the importance and components of a Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) will be given, as well as description of when a student will need a FBA and BSP will be identified. One important fact to remember is that according to IDEA facilitators are required to perform a FBA in order to observe the student and discover the determining factor to the displayed behaviors.
Family System Theory Everyone processes and learns new information in different ways. Some students are visual, auditory, or hands on type of learning. A teacher has to get to know his or her students and learn the students learning styles. Also recognize if the student is struggling and how to help the student overcome hurdles. When students struggle teachers have to look at many different aspects as to why the student is struggling in school.
One example is when the author says “Thomas was a storyteller that nobody wanted to listen to.” (Alexie, 1994, para 16) The othering did not stop as he got older. When Victor went to the Trading Post he ran into Thomas once again. People feelings about Thomas had
Abstract Children with emotionally disturbances (E.D.) need structure and discipline in the classroom to not only be successful within the school environment, but to be successful outside of it as well. The teacher has to be firm with the students while also maintaining their respect. Because of their emotional imbalance, what happens in the classroom can affect the outcome of what happens at home, peer relationships, and school social activities outside of the classroom. This paper describes a few methods and components that can be used to teach students with E.D.
A child’s temperament can affect a child's choice of activities and environments. A shy and unsociable child will shy away from meetings and getting to know strangers while a more friendly and approachable child will do the opposite. Such social interactions help the child’s learning and increase his general knowledge. On the other hand impulsive and more difficult children are more likely to get into disciplinary situations such as misbehaving and breaking school rules. This will definitely have an impact on the child's chances to learn.
Regular discussions with the class teacher regarding the scheme of work and knowing how they want you to support the class. K5. There are many factors that can affect the way pupils learn, different learning styles should be taken into account as they may differ from pupil to pupil. Ease of access is important for pupils who have needs that may affect their learning and it is important to make a suitable working environment. For example; a child with a visual impairment may need to be sat nearer to the board and have sufficient light, overlays and enlarged text.
Kathy Parker Grand Canyon University: SPE 351 February 1, 2013 The problems associated with assessing students with Intellectual Disability are that the student shows signs and or behaviors. In assessing students a teacher must first understand the disability and all that is contributed to it. Teachers must look at the students’ ability to learn as well as his or her ability to perform daily task such as having the ability to dress them, comb their hair, and interact with others in the same age group as they are. In looking at these factors the teacher looks at a variety of factors such as intelligence scores, questionnaires, and observations in different setting over a period of time. Once this is completed then the teacher is able to assess the student and provide the support that they will need to function in the educational surroundings.
Again, this must be brought to the attention of the Headteacher as soon as it is identified. Various Intervention Services are available for staff to access whenever necessary, should development of a child or young person not follow the expected pattern. A social work team works closely with the school, should you identify any child protection issues. If there are any issues with regards to speaking and reading aloud in the class there is a speech and language therapist attached to the school. Should staff members identify any problems with this, then the speech and language team can work closely with the child or young person.