Areas of need set out in the  SEN Code of Practice Planning for students with behavioural, emotional and  social difficult...
Learning outcomes <ul><li>You will: </li></ul><ul><li>know how to build into your day-to-day planning appropriate opportun...
Learning outcomes <ul><li>You will know how to: </li></ul><ul><li>identify appropriate learning objectives for  students w...
Learning objectives and BESD <ul><li>For academic subjects, these may be the same as those set for the whole class </li></...
Learning outcomes <ul><li>You will: </li></ul><ul><li>be familiar with some of the teaching styles and approaches that are...
Teaching approaches <ul><li>Active and interactive teaching strategies </li></ul><ul><li>Effective use of ICT </li></ul><u...
Teaching approaches  (continued…) <ul><li>Catch the student being good </li></ul><ul><li>State the behaviour you want to s...
Learning outcomes <ul><li>You will: </li></ul><ul><li>be familiar with some of the strategies to remove barriers for stude...
Strategies to remove barriers <ul><li>Help the student manage stress, anxiety and anger </li></ul><ul><li>Provide opportun...
Learning outcomes <ul><li>You will know how to: </li></ul><ul><li>annotate your planning to take account of students  with...
Effective planning for students with SEN and/or disabilities <ul><li>Effective planning will: </li></ul><ul><li>be incorpo...
Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on the session </li></ul><ul><li>identify key points of acti...
Key learning points <ul><li>Behavioural, emotional and social difficulties have  multiple causes </li></ul><ul><li>They of...
Key learning points  (continued…) <ul><li>Students with BESD often require a multi-agency response </li></ul><ul><li>Teach...
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Planning For Students With Behavioural, Emotional And Social Difficulties - Session Twelve

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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

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Planning For Students With Behavioural, Emotional And Social Difficulties - Session Twelve

  1. 1. Areas of need set out in the SEN Code of Practice Planning for students with behavioural, emotional and social difficulties Special educational needs and/or disabilities Training toolkit Session 12
  2. 2. Learning outcomes <ul><li>You will: </li></ul><ul><li>know how to build into your day-to-day planning appropriate opportunities for behavioural, social and emotional learning for students with BESD </li></ul><ul><li>be familiar with some teaching styles and approaches for students with BESD </li></ul><ul><li>know how to remove barriers for students with BESD </li></ul><ul><li>know how to annotate planning to take account of learning objectives, teaching approaches and modifications/adjustments for students with BESD </li></ul><ul><li>know how to link day-to-day planning to students’ targets </li></ul>
  3. 3. Learning outcomes <ul><li>You will know how to: </li></ul><ul><li>identify appropriate learning objectives for students with BESD </li></ul><ul><li>build work on these objectives into your day-to-day planning </li></ul>Activity 1
  4. 4. Learning objectives and BESD <ul><li>For academic subjects, these may be the same as those set for the whole class </li></ul><ul><li>Students are likely to need additional work on behavioural, social and emotional learning objectives </li></ul>
  5. 5. Learning outcomes <ul><li>You will: </li></ul><ul><li>be familiar with some of the teaching styles and approaches that are appropriate for students with BESD </li></ul><ul><li>understand how to build these into your lesson planning </li></ul>Activity 2
  6. 6. Teaching approaches <ul><li>Active and interactive teaching strategies </li></ul><ul><li>Effective use of ICT </li></ul><ul><li>Structure and predictability </li></ul><ul><li>Clear rules and routines </li></ul><ul><li>Help to work independently </li></ul>
  7. 7. Teaching approaches (continued…) <ul><li>Catch the student being good </li></ul><ul><li>State the behaviour you want to see </li></ul><ul><li>Use predictable consequences, linked to the language of choice </li></ul><ul><li>Label the behaviour not the student </li></ul><ul><li>Take steps to build relationships </li></ul>
  8. 8. Learning outcomes <ul><li>You will: </li></ul><ul><li>be familiar with some of the strategies to remove barriers for students with BESD </li></ul><ul><li>understand how to build these into your lesson planning </li></ul>Activity 3
  9. 9. Strategies to remove barriers <ul><li>Help the student manage stress, anxiety and anger </li></ul><ul><li>Provide opportunities to be active and take breaks </li></ul><ul><li>Give students individual workstations </li></ul><ul><li>Use support from other students </li></ul><ul><li>Use support from additional adults </li></ul><ul><li>Strengthen home-school links </li></ul><ul><li>Provide a curriculum that is interesting and relevant </li></ul>
  10. 10. Learning outcomes <ul><li>You will know how to: </li></ul><ul><li>annotate your planning to take account of students with BESD </li></ul><ul><li>link your planning to students’ targets </li></ul>Activity 4
  11. 11. Effective planning for students with SEN and/or disabilities <ul><li>Effective planning will: </li></ul><ul><li>be incorporated into your usual planning format </li></ul><ul><li>include personal targets wherever possible </li></ul><ul><li>draw on the three principles of inclusion </li></ul><ul><li>involve collaboration </li></ul>
  12. 12. Learning outcomes <ul><li>You will: </li></ul><ul><li>reflect on the session </li></ul><ul><li>identify key points of action to consolidate and apply your learning </li></ul>Activity 5
  13. 13. Key learning points <ul><li>Behavioural, emotional and social difficulties have multiple causes </li></ul><ul><li>They often arise when a student’s basic needs are not met </li></ul><ul><li>Understanding the antecedents and consequences of specific behaviours can help teachers develop effective strategies </li></ul>
  14. 14. Key learning points (continued…) <ul><li>Students with BESD often require a multi-agency response </li></ul><ul><li>Teachers should plan appropriate learning objectives and teaching approaches, and make modifications/adjustments to remove barriers, so that students can succeed in school and develop behavioural, social and emotional skills </li></ul>

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