This post will outline the role relationships play in behaviour support, I will also outline some of the research led practices I have used. Before I start I do want to say that I have read studies I do not agree with. I also know that a huge number of studies conducted ON Autistic children/adults focus on strategies intended to normalise social behaviours which is a huge ethical issue. Fortunately I have had the opportunity to listen to and discuss elements of my practice with actually Autistic academics and practitioners. This has greatly shaped my approach and ethos towards behaviour support, I will also admit this has slanted my view of a lot of studies that remove the human element from behaviour and reduce the children to purely objects to study. To this end I fully expect some of the approaches in the post and the presentation to be a bit controversial and I am 100% sure that at least some of them will contravene your school (or center’s) behaviour policy.
I would like to thank Lynn McCann for writing this post about developing an effective CPD model. Lynn runs a consultancy business, she is definitely concerned about the outcomes of her support on the children. She supplies a lot of free resources and great advice via her website and is always on hand to tweet
Training is big business. How big I don’t know despite googling this frantically. I have no answer. The reason for this is because CPD is such a wide term. A school’s training budget can cover a multitude of areas, non teaching and learning areas such as: health and safety, food hygiene, seagull avoidance, first aid,
Subject Leader Reviews – Thoughts on Peer Observation by Joe WhiteMy Wordle on the key points. Can there be anymore sensitive area of a teachers work than that of observations? It has been the bane of teachers lives instilling fear and dread for the weeks prior. Should it still be like this? No, observations