Classroom Management and Students with Special Needs

Ryan Hourigan Ph. D.Ball State University

Columbus State UniversitySeptember 27th 2011

The Philosophy behind Inclusion

Why do we mainstream or include students with special needs in regular education classrooms?

Part 1: Micro-level Classroom Management and Behavior

Techniques Classroom Behavior Continued Communication Common Teacher Mistakes

Classroom Behavior Strategies

If possible, before you begin class with a student with special needs:

IEP (curricular-wide behavior plan)School-wide behavior planABAObservation in other settings

(Hammel & Hourigan, 2011)

Classroom Behavior Strategies

4 important considerations:

Close supervision and monitoring

Classroom rules

Opportunities to respond

Contingent praise(Conroy et. al, 2008)

Close supervision and monitoring Seating

Near students who can model appropriate behavior as well assist you as the teacher

If this doesn’t work then:Near you or aide (paraprofessional to start)Consistent place to sitAway from distractions

Close Supervision and Monitoring

Student access

Find a code or way for a student to let you know that there is a problem “brewing”

Clear signal from you (to the student) that things are not going well.

(Bain & Jacobs, 1990; Conroy et. al, 2008)

Classroom Rules

Simple and few

Consistent with school-wide model

Understandable to the studentsSometimes created by students

Follow through!!!!

Opportunities to RespondAs many ways to demonstrate knowledge as possible:

Aural, visual, kinesthetic Students can be frustrated by inopportunity to respond or learn

Assess frequently through summative and formative means

(Conroy et. al, 2008)

PraiseLet students know when they are doing well

“Catch them” in the act of behaving appropriately

Self-evaluationYou act as the assistant for the student(s)

Understanding the causes of outbursts or poor behavior

Anxiety

Over stimulation

Noise

Attention

Processing Delays

Continued CommunicationConsistent behavior plan across campus

Maybe even adding home

“Check in” with special education staff (including the student assistant)

Parents

(Brophy & Good, 1986; Hammel & Hourigan, 2011)

Positive Individualized Behavior Plan

Level 4 Level 3 Level 2 Level 1Can have choice time with drums, computer, or music books

Can have choice time with drums or music books

Can have choice time with music books

No choice time

Personal Behavior Checklist

Found my folder/book

✔

Sat in my seat ✔

Followed Directions

✖

Kept my hands to myself

✔

No yelling ✔

Participated in music

✔

Lined up at the end of class

✔

5 Days of no “x”s = ???

4 Days of no “x”s = ???

Etc.

Teacher mistakes

Tolerance issues

Communication with Team

Poor Musicianship

Poor Planning

Consistency /Positive Reinforcement

Patience (implementation of behavior plans may take

time)

School-wide Positive Behavior Support Systems

Initial, secondary, and tertiaryWho has this at their school?

Be aware of these plans

School counseling staff etc.

Part 2: The Socialization and Identity Development of Students

with Special Needs

Socialization issues Teaching with positive

socialization Identity theory All connected

Socialization of Students with Special Needs

Students with special needs are typically behind socially

Development

Experience

Isolation

Socialization of Students with Special Needs

Music EducationSocialInteractiveTeam approach

Fundamental reason for inclusion

Socialization of Students with Special Needs

Nel Noddings (1984) Caring: A Feminine Approach to Ethics and Moral Education

Students naturally care about their peersMay not be incentive to be outward in their caring behavior

Compassion as a life lesson

Socialization of Students with Special Needs

Social Identity Theory

Students self-perceived value to a group (like a music group) can directly affect their overall self-worth and self-identity

(Hogg & Terry, 2001)

Socialization of Students with Special Needs

Teaching TechniquesSynergy

Proactive and positive social atmosphere

Rotate peer-projects and lessons

Fair is not always equal

Moral, ethical code(Hammel & Hourigan, In-press)

Socialization of Students with Special Needs

Teacher mistakes

Ignoring the socially inward child

Allow for “cliques” to form

Perpetuate negative identity and social

atmosphere

Students may act out on the above (creating

problems in the classroom)

Conclusion

Techniques for all students not just those with special needs

Big picture consequences of poor choices

Questions???Contact Information:

Ryan Hourigan Ph. D.Assistant Professor of Music EducationBall State UniversityMuncie, Indiana 47306rmhourigan@bsu.eduhttp://rmhourigan.iweb.bsu.edu

New Book!!!! (back of handout)

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