BEHAVIOR MANAGEMENT
OF CHILDREN WITH
SPECIAL EDUCATIONAL
NEEDS
IN
THE
REGULAR
________________________
SCHOOL
Dr. Edilberto I. Dizon
SPED Diagnostician,
Professor and Counselor
Behavior Management
The inclusion of children with special educational needs (CSEN) in the regular
school poses a challenge to all stakeholders.
Their inclusion does not only fulfill the goals of normalization but
also enables concerned parents, teachers, administrators and
other support persons to collaborate and plan systematically a
doable, purposive and supportive program for a CSEN.
Behavior Management
The main reason for inclusion is for the CSEN to achieve the
ceiling level of psychosocial development and achievement.
Behavior Management
Progress in all other areas of development is possible only after the
child has achieved a level of behavioral manageability and
maturity.
That is what makes behavior management the
centerpiece of intervention.
Behavior Management
Developmental priorities are much easier to address only
if the child is able to sit, attend, focus, comply,
perform and finish
what he
performs.
Behavior Management
What are the essential considerations and guidelines in
readying the child behaviorally and socially, and
thereafter, pursuing higher goals of psychosocial
maturation?
Behavior Management
1. Background and Current Developmental Levels of the
Child
--> The psychoeducational evaluation provides a comprehensive
background and current levels of the child which serve as the
baseline entry data for instructional designing and programming.
Behavior Management
2. Inclusion and Behavior Management
--> The child is given the needed opportunities
to socialize and learn with his regular peers so
that in the end, he will behave and socialize
much more appropriately not only in school
but also in other places.
Behavior Management
3. Adaptation
--> We teach a CSEN to adapt to his physical environment through
socialization and appropriate behavior management. The school
constituents especially his classmates, serve as potent role models and
guides to enable the child to achieve the goals of inclusive education.
Behavior Management
4. Identification of Priority Targets for the Child
--> School support persons must specify and follow through the shaping/ extinction/ modification of
identified priority behaviors, which may include: self-concept, self-confidence, self-regulation, sense of
responsibility, independence training, decision-making, sense of otherness/empathy, and other specific
behavioral concerns (e.g., anger management, frustration tolerance, impulse control, verbal-social
propriety).
Behavior Management
5. Unfolding and Transformation
Given a supportive and conducive physical, and
social-emotional context, the child will be receptive
to programs and
Services designed
for him.
Behavior Management
6. Collaboration
-->Working closely with other stakeholders
including ancillary and auxiliary service-givers remains
extremely
helpful to
achieving set
objectives.
Behavior Management
7. Utilizing Co-/Extra-Curricular Activities
--> These enable the child to engage in his fields of interest alongside other children. Such
activities serve as avenues for talent-/skill-building, socialization, cooperation, team-building
verbal reciprocity, creativity, etc.
Behavior Management
8. Modification of Environment
--> “The child becomes where and with whom he is
placed.” The environment, therefore, can be structured
to address specific behavior concerns.
Behavior Management
9. Utilizing Behavior-management Strategies
--> Every teacher must use appropriate
behavior-management strategies to
address specific behavior-social concerns.
Behavior Management
end
INSTRUCTIONAL
MANAGEMENT OF CHILDREN
WITH SPECIAL EDUCATIONAL
NEEDS
IN
THE
REGULAR
________________________
SCHOOL
Dr. Edilberto I. Dizon
SPED Diagnostician,
Professor and Counselor
Instructional Management
Attending an inclusive school generates doubts whether the
CSEN can meet regular-class standards.
But inclusive education does not, in the first
place, compete and compare the child to
meet regular-class standards!
Instructional Management
We need, therefore, to clarify and explain further how it is to
educate the CSEN in the regular school.
This is a difficult task to do knowing too well that the child is placed in a
class based on his age not on any other criteria, i.e., ability level,
disability, physical built and behavioral attributes.
Instructional Management
What must be done, therefore, to make learning of
the CSEN truly meaningful, relevant, functional
and inspiring?
Instructional Management
1. Prescriptive Teaching
--> Designing
an instructional program for a CSEN
largely relies on the results of a thorough
psychoeducational assessment.
Instructional Management
2. Individualization
Individualize intervention by sequencing
skills developmentally following the
specified criteria
of priorities in the different developmental
areas.
Instructional Management
3. Realistic Expectations
Set realistic expectations by targeting functional
and relevant priorities based on the assessment
data.
Instructional Management
4. Appropriate Teaching Methodologies
Utilize appropriate teaching strategies/methods considering the assessment
results as well as the child’s learning styles, difficulties and also his rate
and pace
of learning.
Instructional Management
5. Generalization
Provide plenty of remediation, drills and
application in practical situations for mastery
learning.
Instructional Management
6. Schedule of Implementation
Continue providing a specific time
allotment/schedule for implementing the
individualized program during your and
the child’s free time other than during the
lessons in the classroom.
Instructional Management
7. Instructional Materials
Use needed instructional materials with provision of several
variants which can be used in varied learning situations.
Instructional Management
8. Home and Community Resources
.
Utilize home and community events, experiences, resources/materials, etc.
consistent with/related to school lessons. Involve also home and community
resource persons like parents and community helpers in making lessons
interesting and practical.
Instructional Management
9. Mastery Learning
Modify, simplify and program lessons
to facilitate and ensure
Mastery
learning.
Instructional Management
10. Linkages
Work closely with other auxiliary and
ancillary support specialists for specific
concerns and also for follow-up of the
child’s progress.
Instructional Management
11. Evaluation
Utilize multi-sources in determining the child’s
achievements/progress and also for rating the child
(interviews, observations, peer ratings, child’s portfolios). Do
not rely solely on test results to gauge achievement/
progress.
Instructional Management
12. Documentation
Use checklists, journals, diaries, etc. to record, monitor and
follow up the child’s progress. It is best to see how the
child progresses daily/weekly within a time span/duration.
Such documentation of gains/achievement is also helpful
in succeeding instructional programming.
Instructional Management
13. Peer Involvement
Involve the child’s peers in providing needed verbal and social
stimulations as well as serving as helpful role models.
Instructional Management
14. Compensatory Education
Harness the child’s potential for specific talents/skills/abilities by
providing plenty of opportunities for actual-skills/talent/ability
demonstration/participation. These are also meant to offset the
child’s limitations.
Instructional Management
Thank you!