AIM TO ACHIEVE!

with Rob Long

“You only achieve

what you aim for.”

Stand back and reflect

Use today as an opportunity to stand back and reflect on inclusion.What do you do well to promote it?

How could you improve?

Aim to Achieve

Personal Awareness

Interventions

Facing the Challenge Inclusion

12

35 Understanding

Behaviour

Aim to Achieve

Facing the Challenge Inclusion

1

THE DILEMMA

“The fundamental dilemma”

Inclusion requires Children Services to provide similar services for everyone

while at the same time responding to their individual needs.

‘The dilemma of difference.’

Within Context

Within Child

INCLUSION

Social Model

DISABILITY

Medical Model

Social Model

DISABILITY

Context

Medical Model

Treatment

'The problem is that we have been looking at the child and what is wrong with the child, not looking at what is wrong with the learning environment.

Anyone who ran a business by trying to decide what was wrong with their

customers rather than what was wrong with their services would soon be out of

business.’

Yes we need some understanding of the medical condition,

BUT

Maurice is not Boris

The Buskers Guide to InclusionPhilip Douch P 35

MANTRAS

NOTES

REFERENCES/RESOURCES

Aim to Achieve

Mantra 1

1

2

3

4

FIGHT FIRE WITH WATER

Brilliant Behaviour

The StressBucket

Changing Perspectives

Learn

Unlearn

Relearn

STAFF

‘To understand is hard.Once one understands,

action is easy.’

Sun Yat Sen

(1866 - 1925)

PROMOTING CHANGE

Sharpening the Saw

Team GB Coach Dave Brailsford

3 Personal Qualities

*

*

*

Aim to Achieve

Personal Awareness 2

NEW BORN TRUSTINFANCY AUTONOMY

PRIMARY SCHOOL

TEENAGER IDENTITY

EARLY ADULT TRANSITION

ENTERING ADULT WORLD

AGE 30TRANSITION

SETTLING DOWN

MID-LIFE TRANSITION CHILDLESS

MARRIAGE

1ST BABY

LAST CHILD GOES TO SCHOOL

ENTERING MIDDLEADULTHOOD

AGE 50 TRANSITION

CULMINATION OFMIDDLE ADULTHOOD

LATE ADULTHOOD

LIVING TOGETHER

NEWVENTURES

INDEPENDENCE

CONQUEST

17

30

45

50

LIFESTAGES

OPENKnown to self

& others

BLINDKnown to

others

HIDDENKnown to self

only

UNKNOWNto self and others

FEEDBACK

INSIGHTSELF-DISCLOSURE

The JoHari Window

For better or worse we all cast a shadow. What kind of shadow do you cast?

How we behave and conduct ourselves will have a massive effect on the culture of our work place and how

children behave.

‘Human being’ is more a verb than a noun. Each of

us is unfinished, a work in progress.

Perhaps it would be more accurate to add the word ‘yet’ to all our assessments of ourselves and each

other. John has not learned compassion . .yet. I have not developed the courage . . yet.

It changes everything.

If life is a process all judgements are provisional. We can’t judge something until it is finished. No one has

won or lost until the race is overRachel Naomi Remen Kitchen table wisdom

BELIEFS ABOUT CHILDRENTheir nature

“Nasty brutish and short”

Therefore they need socialising, taming, civilising and disciplining.

Methods - rewards and punishments

Thomas Hobbes

ATTITUDE TOWARD ERRORS

ACADEMIC ERRORS

Errors are accidental

Errors are inevitable

Errors signal the need for teaching

Students with learning difficulties need modified teaching

Porter 2007

ATTITUDE TOWARD ERRORS

ACADEMIC ERRORS

Errors are accidental

Errors are inevitable

Errors signal the need for teaching

Students with learning difficulties need modified teaching

BEHAVIOURAL ERRORS

Errors are deliberate

Errors should not happen

Errors should be punished

Students with behavioural difficulties need punishment

Porter 2007

When dealing with problem behaviours

Switch your feelings off

Rollings, Hames & James 2009

To be published

When dealing with correct behaviours

Switch your feelings on

Rollings, Hames & James 2009

To be published

When they get it wrong - be calm

when they get it right - be happy

“The trick is to restrict the time we spend in the negative energy zones to necessity

and aim to get ourselves in the positive energy zones as much as possible.

Morris (2009)

ATTITUDE IS EVERYTHING

CHANGE YOUR ATTITUDE AND YOU CHANGE YOUR LIFE!

This June, three men geared up at the base of Zodiac to attempt the first all-

disabled climb of El Cap:

Craig DeMartino, who lost his lower right leg after a climbing fall;

Jarem Frye, who had his left leg amputated above the knee after a

battle with bone cancer; and

Pete Davis, who was born without his right arm.

37

38

39

40

41

42

“The right attitude and one arm will beat the wrong attitude and two arms

every time”

Aim to Achieve

Interventions3

Simply the Best

*

*

*3 Personal Qualities

*

*

*

One size does not fit all

INC

LUSIO

N

REACTIVEPROACTIVE

INTERVENTIONS

Team GB Coach Dave Brailsford

Inclusion Operates at Several Levels

1 Context interventions

2 Skill development

3 Preventative strategies

4 Reactive strategies

If you can predict itYou can prevent it.If you can predict itYou can prevent it.If you can predict itYou can prevent it.If you can predict itYou can prevent it.

Aim to Achieve

Mantra 1& 2

1

2

3

FIGHT FIRE WITH WATER

IF YOU CAN PREDICT IT YOU CAN

PREVENT IT

PREVENTION IS THE KEY TO A SUCCESSFUL SCHOOL

BEHAVIOUR PLAN

PREVENTION IS THE KEY TO A SUCCESSFUL SC

PREVENTION IS THE KEY TO A SUCCESSFUL S

PLANNING IS THE KEY TO SUCCESSFUL INCLUSION

PLAN AHEADPLAN AHEAD

Aim to Achieve

Mantra 1& 2 & 3

1

2

3

FIGHT FIRE WITH WATER

IF YOU CAN PREDICT IT YOU CAN

PREVENT IT

ANALYSE, DON’T PERSONALISE

Aim to Achieve

5Understanding Behaviour

Understanding the reasons behind the behaviour

is more important than the behaviour itself

Behaviour is Rarely Random

Behaviour asCommunication

So it is with behaviourLearning to behave is a bit like learning to ride a bicycle.No child is born knowing how to ride a bike but some have more aptitude for it than others and some catch on quite quickly.Other children have to persevere and be shown over and over again or have to have someone running alongside to steady them.

While they are learning they may need the extra support of three wheels or stabilisers before they have the confidence to try on two wheels.They often wobble and lose their balance; sometimes they fall off and have to start over again. Even when they feel they have mastered it, they might find themselves on unfamiliar roads or uneven surfaces which can make them wobble and fall off again.

So it is with behaviour.

So it is with behaviour.

So it is with behaviourSo every cycle ride is something of a trial and error - they never quite know what they will encounter or how well they will coordinate the steering and pedalling and they still need someone to help them along the right path.

Practitioners and parents are like the extra wheels or stabilisers on the bicycle. They keep children steady until they are ready to try to balance by themselves. As children become more confident adults can step back a little but are still alongside them to help them when they make a mistake, forget what they have been taught or encounter a difficult path.

By Chris Dukes and Maggie Smith

So it is with behaviour.

So it is with behaviour.

1 What problem does this child think they have for this behaviour to make sense?

2 What is the underlying need this child is trying to meet?

3 What stage of emotional development is this child at?

4 What kind of attachment pattern does this behaviour suggest?

5 What are the triggers to this behaviour, and what does the child earn from it?

Challenging Behaviours

Behavioural difficulties31% at age 3, 9% at age 5

diminish in most children through:

•improved problem solving skills

•verbal communication

•self-regulation

•independence

Challenging Behaviours

Children with:

• autism

•ADHD

•Brain injury

•Learning difficulties

Have difficulties in achieving these

Skills “Put crudely, when you have learned a skill, you are

able to do something you couldn’t do before.

But you may not spontaneously make use of that ability when it is relevant in the future, if you do not realise its relevance: or if you still need a degree of

support or encouragement that is not available.

In common parlance, it is not much use being

able if you are not also ready and willing.”

Claxton 2006

Dispositions

“Dispositions are a very different type of learning

from skills and knowledge.

They can be thought of as habits of mind, tendencies to respond

to situations in certain ways.”

Katz 1988

Aim to Achieve

Mantra 1 & 2 & 3 & 4

1

2

3

FIGHT FIRE WITH WATER

IF YOU CAN PREDICT IT

YOU CAN PREVENT IT

ANALYSE, DON’T PERSONALISE

BEHAVIOURAL MISTAKES ARE LEARNING OPPORTUNITIES

4

Troubled or Troublesome Adolescents?

TROUBLED BEHAVIOUR

the immaturity hypothesis

AGE LIFE STAGE0 - 18 months Infant

18 months - 5 years Toddler

6 - 12 years School boy/girl

13 - 18 Adolescent

18+ years Adult

infant - adolescentDevelopmental Stages

dev. stage thinking empathy separateness ethics

infant sensori-motor self aware no other none

toddler magical self puppet avoid magical punishment

school boy concrete pseudo puppet win /girl logic empathy practical rewards

adolescent abstract true empathy separate abstract relationships & social

preoccupied

The Causesintrinsic v extrinsic

hard wiring problemscongenital learning difficulty / brain injury

ADHD / foetal alcohol syndrome Asperger’s syndrome / Autism

function problemsdisrupted moodsomatic illnesssubstance abuseattachment disorder obsessive compulsive disordereating disorder

The Causes - Intrinsic

Can result in

potential sources of at risk experiences•death - of a parent•psychological trauma in a parent•abuse and neglect•depression, anxiety, psychosis in a parent•bereavement in a parent•somatic illness in a parent•relationship discord•separation and divorce•adoption•substance abuse in a parent•immaturity in a parent•personality disorder in a parent•unemployment, homelessness, poverty•overwork, over commitment•ignorance in a parent

The Causes - Extrinsic

Repertoire of an Immature Adolescent

preoccupied

thinking empathy separateness ethics

sensori-motor only self no other none

magical self puppet avoid magical punishment

concrete logic pseudo puppet win empathy practical rewards

Missing Developmental Milestones

OBSTACLE OBSTACLE OBSTACLE

OBSTACLE OBSTACLE OBSTACLE

Repertoire of an Immature Adolescent

preoccupied

thinking empathy separateness ethics

sensori-motor only self no other none

magical self puppet avoid magical punishment

concrete logic pseudo puppet win empathy practical rewards

Missing Developmental Milestones

planning

problem solving emotional control

organising RELATIONSHIPS

Repertoire of an Immature Adolescent

preoccupied

thinking empathy separateness ethics

sensori-motor only self no other none

magical self puppet avoid magical punishment

concrete logic pseudo puppet win empathy practical rewards

OBSTACLE OBSTACLE OBSTACLE

Missing Developmental Milestones

Many children are developmentally immature.

The Fish Philosophy

The Fish Philosophy

the principles1

2

3

4

ATTITUDE - you can choose

BE THERE

INVOLVE THEM

HAVE FUN

MAKE THEIR DAY5