Contributions from: Eleanor Guetzloe, University of South Florida, USA
Abstract
It is well recognised that one of the difficult to severe groups of school-aged children and youth are those who present challenging behaviours. Data indicates that as a group, these children and youth (a) have the highest school drop out rates of any disability group, (b) have very poor academic outcomes, and (c) are among the least desirable to have in the general education classroom. For those reasons, and others, designing effective intervention programmes have been difficult and the data to support the various intervention plans is non-definitive.
In designing intervention programmes, it is important to listen to the voices of many people, including parents/caregivers, teachers, the child, administrators, and others who are concerned about the personal development of the individual child. Sometimes what is heard has to be weighed and interpreted in light of governmental regulations that may govern educational programmes. Intervention programs must be individualized - no single model or programme is appropriate with all children.
This session will examine major barriers to providing effective programmes for students with challenging behaviours within inclusive environments. Further, suggestions will be made as to the modifications in the curriculum and environmental accommodations necessary in order for children and youth with challenging behaviours to educated within an inclusive "community"
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