Permission to use picture thanks to Inclusive Services, City of St. Johns: www.stjohns.ca
Behaviour
The Ministry of Education, 2001, defines behaviour as…
A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by
one or more of the following:
a) an inability to build or to maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reaction;
d) an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof
Historically, students with behaviour exceptionalities have experienced poor school outcomes compared to those students without an exceptionality. However, there are a number of effective practices and resources available to help these particular students achieve success within the learning environment (Landrum, Tankersley & Kauffman, 2003). It is the teacher’s role to implement these practices in order to see what works best for the student, starting with inclusion.
Below is a list of benefits and cautions of inclusion for the exceptional learner, peers, and educators.
Below is a list of benefits and cautions of inclusion for the exceptional learner, peers, and educators.
Student with Exceptionality
BENEFITS:
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CAUTIONS:
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Student without Exceptionality
BENEFITS:
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CAUTIONS:
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Teacher
BENEFITS:
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CAUTIONS:
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Best Practices for Teaching Inclusion
There is no single strategy that works best for teaching students with a behaviour exceptionality. Rather it is important for educators to differentiate their teaching practices by incorporating a variety of different strategies to meet the needs of their students. Listed below are several strategies that could be used to achieve student success within an inclusive classroom:
- Incentive programs (rewards and consequences)
- Behaviour contracts
- Social skills program
- Peer / buddy system
- Break card and designated break location
- Use of assistive technology
- Colloboration with outside support personnel
References
Amado, A., Stancliffe, R., McCarron, M., & McCallion, P. (2013). Social Inclusion and Community Participation of Individuals with Intellectual/Developmental Disabilities. Intellectual and Developmental Disabilities, 51, 360-375.
British Columbia (2014). Ministry of Education. Special education. Retrieved from http://www.bced.gov.bc.ca/specialed/
Landrum, T., Tankersley, M., & Kauffman, J. (2003). The Journal of Special Education. What is special about special education for students with emotional or behavioural disorders? 31, 148-156.
Ministry of Education (2001). Special Education. A Guide for Educators. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
Pearson Learning Solutions (2010). Educational Psychology and Special Education. Toronto: Pearson Education Canada.
Shanker, S (2013). Calm, Alert and Learning. Classroom strategies for self-regulation. Toronto: Pearson Canada Inc.
British Columbia (2014). Ministry of Education. Special education. Retrieved from http://www.bced.gov.bc.ca/specialed/
Landrum, T., Tankersley, M., & Kauffman, J. (2003). The Journal of Special Education. What is special about special education for students with emotional or behavioural disorders? 31, 148-156.
Ministry of Education (2001). Special Education. A Guide for Educators. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/specedhandbooke.pdf
Pearson Learning Solutions (2010). Educational Psychology and Special Education. Toronto: Pearson Education Canada.
Shanker, S (2013). Calm, Alert and Learning. Classroom strategies for self-regulation. Toronto: Pearson Canada Inc.