Page 19 - Coping With Students Challenging Behaviour

Tasks should be reduced into small parts. Only one part at a time should be shown to the child so he does not become overwhelmed with a large number of tasks. Visual elements and manipulatives can also be added.
21. REST PERIODS
Ensure that the child has adequate rest periods, changing responsibilities. Unscheduled time allows for discovery and learning at one’s own pace.
22. STATE OF HEALTH, ABILITIES AND SKILLS
The child’s state of health, abilities and skills must be considered. Keep discussions and learning materials appropriate for both age and developmental level. All children have things they do well and things that are difficult for them. Find a child’s strengths and help them learn to use them.
23. COMMUNICATION
Clear and understandable communication is important for the child. Ask simple questions and use appropriate language to the child’s level of communication. Use short simple sentences, simple orders. Use alternative communication if necessary (PCS pictures, sign language).
24. VISUALISATION
Visualisation is important for children with special needs to better understand the environment. A timer is suitable for capturing the time or moving from one activity to another. Social stories are
MANUAL FOR TEACHERS, PARENTS AND OTHER SPECIALISTS TO PREVENT
AND COPE WITH CHILDREN’S CHALLENGING BEHAVIOUR 19