Term 2 Challenges

Over the course of Term 2,  I was faced with an increase in behaviour challenges with multiple students which started to overshadow the class program and the learning focus shifted more towards emotional regulation as well as tolerance training for unsettled students. This significantly impacted the intended delivery of my class program with an integrated curriculum approach. I was only able to successfully teach integrated lessons in sporadic bursts when the class was settled. This meant my data gathering was hindered. I was only able to capture student engagement from part way through the term onwards once escalating behaviour concerns were remedied.

Class Profile and Targeted Learners

• Specialist school

• Satellite class based at Howick Intermediate (host school).

• Age range: 11 - 14 years old

• 10 neurodiverse learners supported in their personal, social, emotional and educational growth through personalised learning programmes.

• A wide range of learning abilities with various medical neurodiverse diagnoses

• Mixed group of verbal and non-verbal students

• 6 learners using Augmentative and Alternative Communication systems

• 5 out of 10 learners with significantly low levels of engagement (Student R, Student B, Student M1, Student M2, Student Q).

After much deliberation, I decided I would focus my intervention efforts primarily on increasing the engagement levels in my 5 learners who consistently:

1. show disinterest/defiance to carry out assigned learning tasks
2. explicitly vocalise that they "do not care" or "you can't make me"
3. demonstrate wanting to be left alone through physically lashing out at others
4. unable to join in with group based learning and require 1:1 support
5. emotionally overwhelmed by the busy/unsettled dynamic of our class environment
6. choose to distance themselves away from the class e.g. - Student R: always sits at the back of the class - Student M1: refuses to be inside the classroom and spends all day outside - Student M2: lays on the floor; hides under tables; or run out of class to escape work demands - Student Q: confining himself into the corner of the class anytime learning demands are placed on him - Student B: high pitch screaming when overwhelmed
7. occasionally engage in carrying out activities of their own choosing only
8. push work away/or off table top or push the table away
9. will initiate a task but not complete an activity.