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A school-based team, made up of teachers who teach the student, an administrator/Manager, Paramedical team works with the parents/guardians and student to develop and revise Individual Education Plans. Refer to the IEP Developed by SENA and MIE.
All teachers who teach the student, with the support of the SEN School manager and the paramedical team depending about the disability.
Typically, in SEN schools at the start of each school calendar year in January, IEPs are typically revised twice or thrice a year. However, assessment is continuous and IEPs are working documents that can be revised at any time, particularly when the student meets learning expectations or is having great difficulty. Refer to the IEP Developed by SENA and MIE.

Aggression Management Characteristics

An area of student need based on his/her demonstrated verbal, non-verbal or physical actions.

Teaching Strategies

INSTRUCTIONAL

  • Use direct instruction/social skills lessons to teach appropriate ways to express anger.
  • Establish baseline of current frequency of aggression and develop alternative programming goal on the student’s Individual Education Plan (IEP).
  • Collaborate with the school management
  • Deliver a balanced program, reflecting preferred and non-preferred activities for the student, to decrease likelihood of aggression.
  • Establish a written outline of what is and isn’t acceptable for the student, parents, teachers and managers (specific rules with predetermined consequences).
  • Involve the student as part of the problem-solving team.
  • Implement a home-school communication book for tracking, focusing on instances that the student demonstrated positive anger management skills.
  • Attempt to help the student determine the cause of the aggression.
  • Provide a “time out” or “cool down” after aggression. Consider an in and out of classroom location for the student to use that is predetermined and supervised – Use could be student- or teacher-initiated.
  • Allow student access to time out space, if requested, prior to aggressive outbursts.
  • Use visuals to direct behaviour when escalating (cards with “stop” or pictures of pro-social behaviour).
  • If the student refuses to leave the situation, consider removing others involved.
  • Redirect the precursors to aggressive behaviour.
  • Consider the use of careful humour (not sarcasm) to redirect/defuse.
  • Frequently reward positive anger management, even small advances, by the student.
  • Converse with the student privately (not in front of peers).
  • Offer choices to avoid aggression and give the student some control.
  • Use clear and concise language.
  • Use repetition/rewording of instructions.
  • Break down instructions to ensure comprehension and that the task is manageable for the student.
  • Teach social skills lessons directly to the whole class.
  • Develop and post social skills steps for positively handling aggression.
  • Use social stories to teach appropriate responses.
  • Use modeling and vocalize steps and choices.
  • Use role playing to provide practice of pro-social behaviour.
  • Use instructions with “first ____, then _____”.
  • Modify tasks, if related to aggression.
  • Teach peer relation skills, if related to aggression.
  • Consider referral to the social worker and/or psychologist

ENVIRONMENTAL

  • Establish a “time-out”/”cool-down” area(s) and protocol for use.
  • Keep scissors or other potentially dangerous items in a teacher-controlled area.
  • Post classroom rules, routines and schedules.
  • Teach the entire class emergency exit procedures and have a predetermined location evacuation.
  • Provide calming tools (stress balls, “fidget” toys, drawing, music/tablets if available).
  • Post and refer to social skills charts outlining pro-social responses.
  • Use preferential seating and close proximity to the teacher.

ASSESSMENT

  • Give advance notice of tests and assignments (e.g. one-week/month notice on a written calendar).
  • Give a choice of assessment options.
  • Provide an option for open book tests.
  • Minimize distractions; consider an alternative testing location.
  • Chunk tests and assignments into small tasks and provide feedback as each component is completed.
  • Reduce quantity of test/assignment items.
  • Provide additional time (ensure space is available, should it extend into recess/next class).
  • Provide periodic supervised breaks.
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