Barriers to Learning (Teachers)

Behavioural characteristics of developmental disorders by Moira Thomson - Thursday, 7 October 2010, 11:14 AM

Re: Behavioural characteristics of developmental disorders by Moira Thomson - Thursday, 7 October 2010, 11:14 AM

by Alasdair Andrew -
Number of replies: 0
Re: Behavioural characteristics of developmental disorders
by Phyllis Bourke - Wednesday, 8 December 2010, 03:25 PM
I teach in the SEBN sector as an outreach teacher with children who have social and emotional behaviour problems. In more rcent times I am finding that more and more of these children have underlyning problems such as Aspergers,dyslexic tendancies and varied ASD Whilst it is good to be able to work with these children and hopefully give them a glinmmer of hope it is very dificult if a child has no diagnosis to assess what is purely behavioural and what is caused by other underlying factors As you have already statedthese children do tend to be treated through the school behaviour policy.Many of the schools I work in are superb at dealing with these children but due to lack of training for teachers and lack of funds it could be a long time before these children are checked for developmental disorders
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Re: Behavioural characteristics of developmental disorders
by Jillian Hailstones - Sunday, 19 December 2010, 05:05 PM
I agree with your comments about the 'length' of time that some of the developmental disorder take to be identified. In my own situation as A Support for Learning Teacher, I have a wealth of information at my hands, regarding barriers to learning, but often I find that its the purpose they don't understand - sometimes I am often working with children, who for a variety of reasons, just aren't engaging with education, or who seem passive to the purpose of what learning is - let me give an an example, I taught a group of P2's a synthetic phonic programme for a whole term and I thought was making very good progress. After a fortnight holiday from school they WHOLE group had forgotten everything. So back to the beginning and took some more time to explain to the whole group why, how it would help them and tried my best to create the 'bigger' picture - still no success! very frustrating!!!! this was all with parents help at home, very committed class teachers - is this a symptom of a society that doesn't 'demand' children to be passionate about learning - I'm beginning to wonder.......?
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Re: Behavioural characteristics of developmental disorders
by Antonia Gowdy - Wednesday, 16 February 2011, 11:16 AM
In my previous school in California we did have a school behaviour policy, and when necessary, students would have individual behaviour policies which addressed their ongoing needs. These were written once triggers to the behaviour/s had been identified and were made aware to all staff who worked with these students.

Students' with ASN may need to have accommodations within the school behaviour policy. i.e. if it stipulates in the school beh. policy that all students who are seen to be aggressive towards other students must be sent to the headteacher (dare I say for some type of 'telling off'), this might see a student with ASD or ADHD in the HT's office every day due to social communication difficulties in the classroom and/or on the playground. 

Currently our school does not have a Behaviour Policy, although I have been a strong advocate for individual behaviour plans being put in place for students who would benefit from them. I believe that a school wide beh. policy should also have a section addressing the need for 1) checking for developmental disorders in persistent presentations of beh. issues and 2) the route that should be be taken to help address and work on them.
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Re: Behavioural characteristics of developmental disorders
by Agnes Coles-Reichman - Wednesday, 30 March 2011, 10:30 AM
All the schools I have worked in have a behaviour policy and they also have a Learning Support department. If a pupil has been diagnosed with a specific developmental disorder at Primary School, this pupil will normally get support in High School too, particularly in the first year. However, if a child has not been diagnosed beforehand, it can take a long time before steps are taken to investigate the child for possible disorders. Behaviour tends to vary from subject to subject, from teacher to teacher and from class to class (where subjects are set according to ability). Depending on the school, teachers can record poor behaviour on programmes, such as OTB. Some schools have no facilities to centrally record behaviour issues and so these may not get picked up quickly, say by guidance, pastoral care or by SMT. In other schools, there is such a wealth of information recorded, that nobody reads this regularly or often enough, so action is not taken quickly.
Due to lack of funding the extra support in schools is diminishing. In my opinion ongoing poor behaviour should always be investigated and ideally the appropriate kind of specialist support given. I know full well that for some pupils having to learn modern foreign languages is extremely difficult, but the support given to this particular subject is minimal compared to certain other subjects. There are simply not enough staff to go round. To set specially differentiated work for these children, who are normally not set in ability groups until second year, without additional support of an assistant, who can then work with and supervise these pupils, is almost impossible, as there are often also very bright pupils, who need to go forward and get extra challenges, in the same class.
The last school I have been working in has set pupils in ability groups from year one and this makes a huge difference to their behaviour, as they can go at their own speed,  we can do lots of games on the smart board and keep repeating concepts in different ways where needed, or speed up where this is appropriate to the level of the group. I was also lucky to have had a lot of these pupils on supply in English, before taking them in German. This gave me an insight in their overall ability, what they reacted like when faced with writing in English, listening to a story, discussing a passage we read together or doing work independently. In English these pupils had learning support assistants, but not in German. Their behaviour however was mostly fine, as they were confident that they could do the work set, unlike pupils in mixed ability classes I have taught in other schools.