Discussion Board Response
There are many resources available for teachers who want to learn more about the policy and supports in place for the inclusion of students with behaviouralexceptionalities in the classroom. What about the supports in place for parents or guardians of children with behavioural exceptionalities? Working together to provide strategies to help a student at school and at home provide consistency in programming for students.
After completing all readings, respond to the following questions on the Discussion Board: As a teacher, how would you support parents and guardians of children with behavioural exceptionalities? Share with your classmates the strategies, resources and/or communication you would put in place to assist parents in helping their children with behavioural exceptionalities.
Readings:
http://www.edu.gov.on.ca/extra/eng/ppm/140.html
http://www.edu.gov.on.ca/extra/eng/ppm/145.pdf
To begin, a student who is identified is not only done so in class, at times-this is done by the parents after birth or when they notice "signs" of abnormal behaviours. However, in the events that the students are not identified as "with difficulty" before the classroom, the parents can seek assistance from within the school board, usually school board/school's psychologist or counselor.
The programming needs to be directly explained to the parents through meetings and just as incoming families experience, there are interviews, or ongoing supports for these families as long as the parents use them. For a students in classrooms, anecdotal notes are crucial for continued dialogue between parents and teachers (especially during drug therapy). I once worked in a classroom, noticed abnormal student behaviour in a child and made note about it to the classroom teacher. The teacher made the observation vocal with the parent and it turned out to be a side effect of the new drug the child was prescribed.
Parental awareness is important for a teacher because of the fact that, you as a teacher feel overwhelmed with the student in your class everyday-but now imagine being the parent who worries about their child because of the fact that their child may not exhibit "normal" or predictable behaviours. This coupled concern in a "team setting" can alleviate the worries and stresses of parents, and school staff a lot.
Readings:
http://www.edu.gov.on.ca/extra/eng/ppm/140.html
http://www.edu.gov.on.ca/extra/eng/ppm/145.pdf
To begin, a student who is identified is not only done so in class, at times-this is done by the parents after birth or when they notice "signs" of abnormal behaviours. However, in the events that the students are not identified as "with difficulty" before the classroom, the parents can seek assistance from within the school board, usually school board/school's psychologist or counselor.
The programming needs to be directly explained to the parents through meetings and just as incoming families experience, there are interviews, or ongoing supports for these families as long as the parents use them. For a students in classrooms, anecdotal notes are crucial for continued dialogue between parents and teachers (especially during drug therapy). I once worked in a classroom, noticed abnormal student behaviour in a child and made note about it to the classroom teacher. The teacher made the observation vocal with the parent and it turned out to be a side effect of the new drug the child was prescribed.
Parental awareness is important for a teacher because of the fact that, you as a teacher feel overwhelmed with the student in your class everyday-but now imagine being the parent who worries about their child because of the fact that their child may not exhibit "normal" or predictable behaviours. This coupled concern in a "team setting" can alleviate the worries and stresses of parents, and school staff a lot.
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