Planning For Students With Behavioural, Emotional And Social Difficulties - Session Twelve
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Transcript of Planning For Students With Behavioural, Emotional And Social Difficulties - Session Twelve
![Page 1: Planning For Students With Behavioural, Emotional And Social Difficulties - Session Twelve](https://reader035.fdocuments.us/reader035/viewer/2022062704/555d17dad8b42ab2228b4b7e/html5/thumbnails/1.jpg)
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 disabilitiesTraining toolkit
Session 12
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning outcomes
You will:− know how to build into your day-to-day planning appropriate
opportunities for behavioural, social and emotional learning for students with BESD
− be familiar with some teaching styles and approaches for students with BESD
− know how to remove barriers for students with BESD − know how to annotate planning to take account of learning
objectives, teaching approaches and modifications/adjustments for students with BESD
− know how to link day-to-day planning to students’ targets
![Page 3: Planning For Students With Behavioural, Emotional And Social Difficulties - Session Twelve](https://reader035.fdocuments.us/reader035/viewer/2022062704/555d17dad8b42ab2228b4b7e/html5/thumbnails/3.jpg)
Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning outcomes
You will know how to:− identify appropriate learning objectives for
students with BESD− build work on these objectives into your
day-to-day planning
Activity 1
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning objectives and BESD
− For academic subjects, these may be the same as those set for the whole class
− Students are likely to need additional work on behavioural, social and emotional learning objectives
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning outcomes
You will:− be familiar with some of the teaching styles and
approaches that are appropriate for students with BESD− understand how to build these into your lesson planning
Activity 2
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Teaching approaches
− Active and interactive teaching strategies− Effective use of ICT− Structure and predictability− Clear rules and routines− Help to work independently
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Teaching approaches (continued…)
− Catch the student being good− State the behaviour you want to see− Use predictable consequences, linked to the
language of choice− Label the behaviour not the student− Take steps to build relationships
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning outcomes
You will:− be familiar with some of the strategies to remove
barriers for students with BESD− understand how to build these into your lesson
planning
Activity 3
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Strategies to remove barriers
− Help the student manage stress, anxiety and anger− Provide opportunities to be active and take breaks− Give students individual workstations− Use support from other students− Use support from additional adults− Strengthen home-school links− Provide a curriculum that is interesting and relevant
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning outcomes
You will know how to:− annotate your planning to take account of students
with BESD− link your planning to students’ targets
Activity 4
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Effective planning for students with SEN and/or disabilitiesEffective planning will:− be incorporated into your usual planning format− include personal targets wherever possible− draw on the three principles of inclusion− involve collaboration
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Learning outcomes
You will:− reflect on the session− identify key points of action to consolidate and apply
your learning
Activity 5
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Key learning points
− Behavioural, emotional and social difficulties have multiple causes
− They often arise when a student’s basic needs are not met
− Understanding the antecedents and consequences of specific behaviours can help teachers develop effective strategies
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Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice
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Key learning points (continued…)
− Students with BESD often require a multi-agency response
− 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