Many children with disabilities usually need more structured and clearly amorphous surroundings, also behaviorally, than a general education classroom can offer. ADHD’s basic signs for children with an ADHD are lack of concentration, hyperactivity, and impulsivity causes child children to cope with day to day school challenges (Zentall, 1993). Children with ADHD have trouble sustaining attention to stay on task; this causes them to miss important details on their assignments, distraction during class activities and difficulty organizing assignments. According to doctor (Russell Barkley), he said that “children with ADD/ADHD have the tendency to fall behind about 30 percent, when it comes to their developmental performance.” In fact, the NIH
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students.
We are also required to sometimes work with individual groups of pupils on set tasks or individually with pupils who need one to one support. A teaching assistant also displays work of the pupils in a complimentary way and this is very important to give an ego boost to the pupils and to celebrate their achievements. We also have to display pupils targets, class rules and other words/numbers from various topics. Sometimes a TA is required to work with pupils who have a disability or learning difficulty on a one to one base to help them achieve the same goals as their peers keeping them in mainstream school can be extremely important and a pupil with these difficulties will often need extra support to understand their work. Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas.
(Sayeski & Brown, 2011) Using the RTI model of a tiered approach to behavior management enables educators to address behavior issues at all levels: basic classroom management, students who need extra social skills or behavior modifications and students with extreme behavior issues. (Fairbanks, Sugai, Guarding, & Lathrop, 2007; Griffiths et al,
For example, learning environments and learning activities are adapted to ensure that all children are able to access all areas of the curriculum and all children have the same learning opportunities. All children are encouraged to be active participants in their own learning. This means that all children have and can make the same choices in a setting and the needs and interests of all children are considered and catered for. This ensures positive, successful learning outcomes. Services and practitioners counter conscious and unconscious discrimination that may prevent children from thriving, and their carers from being able to fully and actively participate in the setting/services.
Unit 8: Use and Develop Systems that Promote Communication Be able to address the range of communication requirements in own role: It is imperative whilst working with children to be able to address the range of communication requirements within a school. Without communication methods and strategies confusion, miscommunication and assumptions can arise unnecessarily. Building a successful classroom environment requires effective communication strategies. It is proven that schools that have developed effective communication strategies are often very efficient when it comes to teaching students. I liase through many different communication methods with a range of people and departments within my current job role.
3. Having an inclusive class (with a wide spectrum of abilities) - Another problem which can happen when supporting learning activities, is making sure that the all children are engaged, involved and fully understand the task that has been set, when there is such a wide spectrum of abilities within the group you’re working with. This can be dealt with in several ways, such as splitting the class into ability based groups, encouraging high ability children to help those who are struggling to make them feel more included (this also helps to keep the class working on a similar
A wide range of students often struggles to make academic and/or social progress and will require the supports or accommodations provided with inclusive programs. According to the evidence available, all children are said to benefit from the inclusive education program. Inclusion is beneficial for many reasons. It allows the students to develop newly established strengths with appropriate expectations for each of the students. The students also become able to work on individual goals while also participating in the classroom community with their peers.
The 2011 Green Paper states ‘Every child deserves a fair start in life, with the very best opportunity to succeed’. DfE (2011) Support and Aspiration: A new approach to special educational needs and disability, DfE London Many influences can affect children’s educational achievement, their progress and well-being. When children go to a school they should be entering a safe environment that helps them overcome these issues and progress at least as good as other pupils. The school should go out of their way to promote equality, diversity and inclusion and do everything in its power to eliminate discrimination whilst doing so. The School I observed had an equal opportunities policy.
It requires a variety of teaching strategies to overcome undesirable behaviors in the classroom. If a student has violent tendencies (acting out hurting others and themselves) they may have a Severe Intellectual Disability label for special education