Skip to main content

Content: Instructional Strategies for a Behaviour Exceptionality:

 

The Thames Valley District School Board has a great resource for supporting students and providing classroom strategies for a variety of exceptionalities and mental health concerns. In regards to a behavious exceptionality and promoting a positive behaviour among all students, it gives a variety of strategies to implement. 

Bissonette, Steven. (2016). Behaviour and Classroom Management. [Image]. LD. Effective Behaviour Management for Students with LDs and Behavioural Disorders - LD@school


I will list a few below:

·       Predictable schedules and consistent routines
·       Model respectful behaviour
·       Use clear and concise statements
·       Begin each day with a clean slate
·       Give transition warnings

When dealing with physical or verbal behaviour problems:
·       Use low-profile interventions for minor behaviours so students are not rewarded for misbehaviour         by becoming the center of attention
·       Use neutral, non-confrontational tone
·       Arrange a quiet, safe space for students to use to help them calm down
·       Positive reinforcement, especially when student shows self-control in a situation they may usually            become frustrated in
·       Structured seating arrangement to find optimal seating for student (close proximity to the teacher)
·       Provide enough time to complete tasks
·       Chunk assignments or tasks into manageable steps

Ontario Ministry of Education. (2013). Classroom strategies for supporting students with mental health concerns. TVDSB. Microsoft Word - MHAccommodations and Differentiated Instruction chart2.docx

Pathway2Success. (2024). Proactive Strategies. [Image]. Managing Challenging Behaviors - The Pathway 2 Success

In the Ministry Document Learning for All: An Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013, they provide the tiered approach as an instructional strategy to support students with both academic and behaviour needs.

Ministry of Education. (2013). Tiered Approach Intervention. [Image]. Ontario. Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013

This evidence-based, high-quality approach to intervention and prevention, is a systematic approach that supports students individualized needs. Teachers frequently monitor and use their data to assess student progress to plan instructional intervention and assessment tools to address needs effectively. The intervention strategies can be determined by the classroom teacher, along with the school special education team to plan and implement appropriate intervention based on intensity and time. This approach helps identify students that may be at risk and try to prevent future problems.

Classroom teachers can also collaborate with the school psychologists to plan and implement programming interventions and behaviour management techniques for high-needs or at-risk students, by providing information about learning profiles, mental-health and well-being issues, and behavioural strategies.

TDSB. (2020). Inclusion strategy.  Section C: Inclusion Strategy

The GEDSB provides information of students identified with a behaviour exceptionality and defines it 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:

  • an inability to build or to maintain interpersonal relationships
  • excessive fears or anxieties
  • a tendency to compulsive reaction
  • an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof”.

Within the board, they may have educators work with behaviour team for consultations and involvement within the classroom to provide appropriate supports, implement a behaviour plan, and look at pyscho-educational assessments.

Ministry of Ontario. (2023). Ontario Symbol. [Image]. Ontario. Appendix D: Behaviour support plans and positive behaviour supports for students | Workplace violence in school boards: A guide to the law | ontario.ca

The Ontario Ministry document further dives into behaviour support plans and discusses its use in targeting the underlying reason for a behaviour and replacing it with an appropriate behaviour. 

Comments

Post a Comment

Popular posts from this blog

Introduction

  My name is Simona Gulyas and I am a fairly new Ontario Certified Teacher. I finished teachers’ college in 2022 and this past September, I was offered a full-time contract in grade 2. Previously, I did do an LTO as an itinerant, and before that a grade 6/7 LTO. The principal at that time, gave me a Teacher’s Performance Appraisal and had mentioned that taking an AQ course in Special Education would benefit my teaching practice. We had many students with varying needs at the school, and many on IEP’s. This was something that was still very new to me. In school, we touched on IEP’s and special education, but we did not dive very deep into it. Knowing the many needs within our schools, I knew that this course would be beneficial for me as a new teacher. The reason I took this course was to learn more about how to write and support students with IEP’s, along with learning when to determine when a student may need an IEP. Looking at the various case studies, collaborating with my pee...
Post a Comment
Read more

Content: Organizations in My Community to Support Students with IEPs

  Depending on the needs of your classroom and the supports that your student’s need, will determine the community resources and supports you will collaborate within your classroom. The Ontario Teacher Federation (OTF) provides a list of a variety of community resources and partnerships that teachers can and families can utilize to support their student or child with an IEP. Currently, I do not have any IEPs in my grade 2 classroom. Due to the magnitude of services, I will touch briefly on ones that are utilized within my school community, based on our current student demographic and needs. In the Education Act it states that “every board of education in Ontario is required to have a Special Education Advisory Committee (SEAC)” (Austism, Ontario, n.d. para. 1). The people within the committee are representatives from local associations that work together to support the well-being of exceptional children. They make recommendations to boards of education about developing special...
Post a Comment
Read more

Content: Supporting Inclusive Practices

  All students are unique and have special qualities that make them who they are. Supporting inclusion  in the classroom means to celebrate these qualities and find ways to express them within the classroom  community. It “goes beyond merely placing students with disabilities into mainstream  classrooms: it embraces diversity as a fundamental strength of our educational system. Inclusive  education  embodies the principle that every learner deserves equal opportunities to succeed  academically  and socially, regardless of physical, cognitive, or socio-economic differences” (Inclusive  Education Canada, 2024. para. 3) . Source for  Inclusive  Education is a great resource for all teachers to  use to learn how to implement positive  inclusive  practices. Inclusion is an asset in the classroom  because it strengthens student’s sense of  belonging and  their learning skills. Teachers can do this by  ...
Post a Comment
Read more