Inclusive Education: Behaviour in class

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Inclusive Education Behaviour in class

• Frances Morrison
• Laerskool Fleur Primary

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Causes for behaviour in class

• Limited comprehension
• Problems with figurative speech
• Low muscle tone
• Sensitivity to change
• Fine tuned for emotional changes in others
• Rigid confusion when others are inconsistent
• Stubbornness

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Causes for behaviour problems (continued)

• Limited short term memory
• Dependant on continued support
• Limited auditory memory
• Masters in the art of manipulation to avoid
  challenging tasks

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Background

• Gr. 1 teacher
• 2001-2002 Two children with Down syndrome in my
  class (Louis and Johan)
• Surprised by stubbornness lack of flexibility
• Can cause behaviour problem

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• I had to adapt and use various teaching styles
• Sometimes strict
• Sometimes used humor
• Turned stubbornness around by means of a game
• Ignored the behavior
• Sometimes did everything together

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In the beginning (prior stand)

• I did a lot of research realized that I need to
  follow their lead
• Decided to treat them no different from everyone
  else in class
• No exception re. manners, discipline, and conduct
  

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First experiences

• Was confronted with limited understanding of
  figurative speech (possible cause for behaviour
  problem in class). Example
• Hot day in January
• Announced Swim after break
• Explained and demonstrated swimming by washing
  hands
• Louis got into the basis to swim

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Adjustment no. 1

• Need to work differently
• Need to include the parents to explain and
  practice class rules

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Adjustment no. 2

• Johan low muscle tone tired easily
• Needed modulation regularly had to stand up
  while working
• Tried to force him to sit still on his chair to
  complete his work
• Caused friction and frustration
• Question sit on chair vs. completion of work?

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• Adjustment allowed him to lie on carpet with
  class assistant next to him
• Condition Had to finish his work
• Realized
• Maintain discipline
• But have to make adjustments according to childs
  needs and situation
• Q what do I want to obtain? What is most
  important?

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Frustrations

• Attitudes and conduct of colleagues
• Allowed privileges different from others
• Responses of staff
• Look at what you would permit and allow other
  children
• If answer is no then should not allow
• Be consistent!!! can cause behavior problems

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Sensitivity for emotional state of others

• Case study
• Treatment by Eye specialist recommended wearing
  of glasses rather than contact lenses
• Louis upset walked out of class and joined the
  Fish class
• Feeling of failure I was upset
• Mother intervened explained
• Next morning back in class but uncooperative

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Adjustment no. 3

• Need to be consistent
• Explain the problem and be consistent with
  discipline
• Realized how sensitive they are for other
  peoples emotions (emotional intelligence high)

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Example 4

• Louis had superior language ability
• When work was too difficult for him would
  manipulate the situation to avoid demands (waved
  his hand, no, sorry borry)
• Turned his back to teacher group sat on rug

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Conclusion to incident

• I called his mother on phone - she intervened
  gave him a mouth full. Went to back of class
  good manners just like parents
• Replied Oh, mom! I am just a little emotionally
  unstable today!
• I will make use of anything to help me even a
  cell phone to teach my child with DS adequately.

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Needs supervision and attention

• Johan demanded my full attention with work
• Relied on class assistant (I thought she was
  too expensive to waste)
• Johan became upset and abusive
• Used assistant to attend to class
• Gave him full attention for a while
• Changed roles with assistant everything fine!
• Be flexible!!! (not with discipline)

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Example

• Assistant was absent
• Had to make a photocopy left class ten seconds
• When I got back chaos
• Louis teased Johan
• Johan threw a tantrum furious
• Louis copied the tantrum
• Class encouraged Louis to go on

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• Took too long to get order again
• One photocopy was not worth it!
• Realized You have to be present at all times
  even during breaks.
• Personality clashes between Louis and Johan
• Preferable only one child with DS in your class
  two is more challenging

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• Explain your feelings talk to them
• Example of Johan who completed his work with ease
  after an explanation of how it made me feel when
  he became difficult
• Ek nief jou - (substitutions were common -
  articulation errors)
• Adjustment 5 never underestimate them

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Further recommendations

• Be one step ahead plan ahead to avoid
  confrontation and outbursts
• Use planning, help/assistance, cooperation with
  parents and class assistant
• Think in a different way be creative
• Above all Love them
• Love can help you cope with their behavior issues
  

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