CHALLENGING BEHAVIOUR: REFRAMED

Transcription

1 Institute of Education CHALLENGING BEHAVIOUR: REFRAMED Ruth Moyse Doctoral Researcher, Institute of Education, University of Reading Funded by the John and Lorna Wing Foundation 1 Copyright University of Reading

2 INSIDER RESEARCHER Teacher Mother Parenting Practitioner Doctoral Researcher #actuallyautistic 2

3 REFRAMING CHALLENGING BEHAVIOUR All behaviour is communication Whose behaviour: when you are challenged? Or when the child is challenged? Fight or flight reactions are responses to challenges at school: Emotions externalised exclusion (formal or informal )? Emotions internalised absenteeism? Remove the challenges to reduce/remove stress responses Inclusion starts with you 3

4 CHALLENGING BEHAVIOUR What challenging behaviour might autistic children experience at school? Peers may be challenging when they: Leave her out or pretend to be her friend Form cliques; expect her to conform Are unwilling to learn in class Teachers may be challenging when they: Share a class with another teacher Make assumptions about need based on the impact on the class Expect her to conform without justification or rationale Don t believe her (or her parents) or take concerns seriously Have not had any training about autism and girls 4 Reject clinical diagnoses and recommendations

5 I DEFY ANYONE TO PICK HER OUT IN FIVE MINUTES She is interacting fine. There is nothing. I see nothing. She s been fine all year without it. [wobble cushion] I had to discourage the time-out space as she had wanted to spend a lot of time there. I don t have to cope with anything. If she was to get cross with me I might let it go. We have children who have more needs. I don t think she [mum] can cope. There may be things I wouldn t put up with that they [parents] do. 5

6 CHALLENGES: ALICE In year five the bully said that if I come back into school she would try and get me expelled. I did ask for help, but when it got to year five, I remember them sitting me down and saying that I need to start sorting the problems out myself instead of coming to a teacher every time something happens. [My teacher] would always criticise my handwriting, and how it hasn t improved since year four. She d point it out to the class. I had a lot of teachers call me names, or say extremely harsh things. It felt like they all gave up on me. One teacher even groaned before she said my name in the register, and then announced to everyone I was the worst student she ever taught. 6

7 EQUALLY CHALLENGED BUT LESS SUPPORTED If she threw desks around, threw bricks at a wall, she would be put in a unit and looked after. Where is the support for girls like her? (mother of Hazel, autistic girl no longer attending mainstream secondary school) Consequences: Gradual withdrawal from classroom experience, the classroom & playground, and finally from school itself Academic underachievement Secondary mental health issues 7

8 AUTISTIC GIRLS ARE ABSENT MORE OFTEN Than autistic boys: Autistic girls more likely to be absent from secondary school than autistic boys. This is a reversal of the pattern at primary school Than non-autistic girls: Autistic girls more likely than non-autistic girls to be persistent absentees. Number of CYP in Home Education is rising: how many are autistic girls? 8

9 INCLUSION Presence, participation, acceptance and achievement (Humphrey, 2008) Belonging: Enable the development of a strong connection with a member of staff of her choice Teach friendship and communication skills to all pupils, not just autistic children and young people Check: does she feel safe? Does she feel connected to the school? Watch your language what signals are you giving? Inclusion starts with you - what you model and say sets the tone 9

10 GIVING AUTISTIC GIRLS A VOICE: FIVE TOP TIPS The ideal school would prioritise pupil wellbeing over good grades. Erin Teachers would go out of their way to make sure you understand. Lizza Have a briefing a clear lesson plan and tasks being written down and clear expectations of how much we have to do. The classroom having physical models and interactive ways of learning. Alex A lot of respect. Lots of flexibility. Robyn Low arousal environment: calm, cool colours, cool temperature, dimmed lighting, citrus smells, quiet place. Jane 10

11 ANY QUESTIONS? Ruth Moyse Doctoral Researcher Institute of Education, University of Reading 11