education of students with challenging behaviour arising from severe emotional...
TRANSCRIPT
Education of Students with Challenging Behaviour arising from Severe Emotional Disturbance/Behavioural Disorders
INTO Special Education Conference8th December 2012
NCSE
Supports an inclusive education that enables students to achieve their potential
Provides schools with the additional educational supports necessary to help pupils with special educational needs receive an appropriate education
Commissions and conducts research and Provides expert, independent and evidence-
informed policy advice to the Minister for Education and Skills on special education for children and young adults
1. Special schools for students with severe EBD were finding it exceedingly difficult to cater for the needs of some of their students
2. Some young people, with a clinical diagnosis of EBD, were not attending and/or engaging with school because of extreme levels of challenging behaviour
3. Levels of challenging behaviour are posing extreme challenges to the educational system, both in meeting the needs of the presenting students and those students with whom they are to be educated
Why did we develop this policy advice?
What students are the focus of the paper?
Focus: 20-30 students with most acute needs at the extreme end of the continuum of students with EBD
Issues also arose in relation to the education of students within the broader categories of EBD and severe EBD and proposals were made regarding the issues identified
An overview is provided of education and health supports and pathways towards intervention for all students along the continuum of EBD
Evidence Base
National and international research Views expressed during consultation
process Experiences of NCSE Council
members and staff Visits to two special schools for
severe EBD Feedback from relevant people on
the draft paper
Principles
Inclusive environment Early identification and intervention Attendance at local schools, where
possible Education available on an
appropriate basis throughout the country
Behaviours include:
Repeated acts of physical aggression towards other students and staff, including violent kicking, punching and biting
Breaking up furniture, throwing chairs and tables at staff and other children
Bringing weapons to school, such as knives and scissors
Breaking glass and using it as a weapon Students making their own weapons and using these
in a dangerous or threatening manner Repeated incidence of offensive verbal assault and
threatening behaviour Violent head-butting and spitting Self-injurious actions for example cutting, head
banging persistent scraping of skin, suicidal attempts etc.
Main Recommendations : mainstream schools
Early Intervention Whole School Approaches
Implementation of NEPS guidelines Validated educational programmes
Expertise in the management of challenging behaviour every teacher is up-skilled in the management
of behaviour each school has one teacher with specialist
training in behaviour management.
Main Recommendations for mainstream schools
Additional supports to be time-bound, reviewed regularly and conditional on the development of an individual education plan which includes educational and behavioural targets
Main Recommendations: Special Schools and Classes
NEPS should provide comprehensive service to special schools/classes
Staffing levels must be sufficient to ensure that students are enabled to learn and safety of students is ensured
Schools enabled to provide structured engagement with parents
Special schools should be fit for purpose Any new buildings should be located,
where possible on the campus of a mainstream school
Main recommendations: Students with exceptionally challenging behaviour
Timely access to CAMHS teams and other social services, if required
Comprehensive and multi-disciplinary assessment of child’s needs when referred to health services
Mandatory training for teachers and SNAs upon appointment to special schools for severe EBD
Teaching provision in special schools catering for students with exceptionally challenging behaviours arising from severe EBD should be increased
DES to issue clear guidelines regarding realistic and appropriate measures to be taken to contain children during episodes of violent behaviour
Main recommendations: Students with exceptionally challenging behaviour
Parents to be clearly informed of the schools code of behaviour, including the practices in place for containment and protection of the child during violent episodes
Whole school support should be available through NEPS following critical incidences of a seriously violent nature
Appropriate security systems to be in place in classrooms for children with severe EBD
Some facts
In 2011-2012:
Over €600m in additional resource teaching and care supports were allocated to schools by the NCSE to support up to 35,000 students with special educational needs
Of this, €200m of additional teaching and care supports were sanctioned by the NCSE to assist schools in the management of behaviour
Of this, resource teaching posts cost c€65m and care supports at a cost of c€150m
NCSE allocated these teaching and care supports to approximately 12,000 children where the management of behaviour was a contributory factor.
Some facts
The demand for additional teaching supports to support children with behavioural disorders has increased by 23% since 2009.
Cost of implementing NCSE recommendations is c. €12m.
Finally
Report has been presented to the Minister who is now considering the recommendations