BEHAVIOR MANAGEMENT AND SOCIAL INCLUSION

Behavior Management and Social Inclusion Relating to Special Education Need (SEN)

Behavior Management and Social Inclusion Relating to Special Education Need (SEN)

Introduction

The behavior management and social inclusion relating to Special Education Needs (SEN) in UK aims to develop an inclusive school culture. It is committed to nurturing the highest accomplishment possible from every student, especially those with special educational needs and multiple barriers to learning. One of the most important and time consuming role of a speciallearning professional is managing the behavior of students. (Male, 1997, 140) It becomes especially tough when you have a class of different students with one-by-one needs and issues. For students with special desires there is no one-size-fits-all behavior management technique. Professionals must accumulate a kind of methods and find the ones that work best for the one-by-one, and ones that can help organise the class as a unit. Students with special needs in UK have a right to an education. This includes academic and life proficiencies instruction necessary to the success of every child. Behavior matters are the large-scale barrier to educating a child with special needs in UK. Learning how to competently manage the behaviour of students will ensure there is time to discover the curriculum and that the child's vigilance in on the material. It is critical in a special desires classroom or typical school rooms encompassing students with special education needs.

The Autistic Spectrum Disorders (ASD) affect around 1% of children in the UK and many of these children are likely to have special educational needs (SEN) requiring additional and special provision. International educational policy advocates inclusion of students with SEN in mainstream contexts and in the UK, schools are required to make adjustments to enable children with SEN to be included in school life (Menlove, 2001, 33).

Discussion and Analysis

A student is considered to have Special Educational Needs if he or she has significantly greaterdifficulty in learning over and above those generally experienced by the majority of his or herpeer group. Or, has a disability which prevents or hinders them from making use of educationalfacilities. The Code of Practice identifies four areas of SEN. These are:

Communication and Interaction

Cognition and Learning

Behavioural, Emotional and Social Development

Sensory and/or Physical

For many special needs students who struggle with behavioral needs, transition times and non-instructional times of the school day are the most challenging portions of the school day trade with. (Ainscow, 2007, 7) To help manage behavior during these moments, teachers should consult these techniques:

Explain and illustrate the anticipated behavior

Use cues to inform pupils that an action shall shortly be ending

Provide choices for "down time" activities

Reinforce appropriate behaviors

Maintain close proximity to a child who's about to behave inappropriately

Provide entire class incentives for glossy transitions

Another main field in which behavior needs to be managed, is retaining students on task.

However, a survey concluded that the outcomes of inclusion were poorly monitored, with few schools evaluating their SEN provision systematically enough to test effectiveness and value for money. In 2005, Mary Warnock controversially challenged the policy of ...