D.Ed. Special Education (IDD) Notes – Paper No 4 Unit 5 Classroom Management

Table of Contents

5.1 Stimulating Learning Environment; Physical and Emotional

Stimulating Learning Environment: Physical and Emotional

Creating a stimulating learning environment is essential in the education of all children, especially those with intellectual and developmental disabilities (IDD). It promotes better engagement, motivation, emotional security, and academic achievement. A good environment supports both the physical and emotional needs of students.

Physical Learning Environment

The physical environment refers to the classroom’s physical setup, design, furniture, lighting, and learning resources. A well-organized and accessible space supports students with special needs in focusing, participating, and learning effectively.

Key Features of a Good Physical Environment

Accessibility: Furniture, learning materials, and classrooms must be accessible to children with mobility challenges or other disabilities.
Safe and Clean: The classroom should be clean, well-ventilated, and free from physical hazards.
Lighting and Ventilation: Proper natural or artificial lighting and ventilation improve concentration and reduce fatigue.
Space and Arrangement: There should be enough space for easy movement. Desks and chairs must be arranged to support group and individual activities.
Display of Learning Materials: Charts, posters, flashcards, and student work on walls create interest and motivation.
Assistive Devices: Hearing aids, braille books, visual aids, and sensory tools should be available as per the needs of children.

Role in Special Education

Children with IDD need structure and predictability. A well-organized space helps reduce confusion and supports routine learning. Clear labeling, color-coding, and organized schedules also help them navigate the classroom better.

Emotional Learning Environment

The emotional environment refers to the relationships, attitudes, and psychological atmosphere within the classroom. It deeply affects how children feel, behave, and learn.

Characteristics of a Positive Emotional Environment

Acceptance and Respect: All students must feel accepted regardless of their abilities. Mutual respect builds a sense of security.
Teacher’s Attitude: A patient, empathetic, and encouraging teacher fosters confidence in learners.
Peer Relationships: Encouraging cooperative activities and inclusive play builds friendships and reduces feelings of isolation.
Positive Reinforcement: Praise, rewards, and encouragement help in building self-esteem and motivating children.
Freedom to Express: Children must feel safe to ask questions, express emotions, and share thoughts without fear of being judged or punished.

Importance for Children with Disabilities

Students with IDD often face challenges in communication, social interaction, and self-control. A supportive emotional environment helps them:

Reduce anxiety and aggression
Build trust with the teacher and peers
Stay motivated to learn
Develop social and emotional skills

Strategies to Create a Stimulating Environment

For Physical Environment

Use visual schedules and routines
Minimize distractions with soft colors and organized space
Provide flexible seating options
Use tactile and interactive materials

For Emotional Environment

Greet students warmly every day
Use encouraging language
Offer emotional support when a child is upset
Celebrate small achievements

Final Thoughts

A stimulating learning environment goes beyond teaching. It includes the design of the space and the emotions felt within it. When children with disabilities learn in such an environment, they feel safe, motivated, and ready to explore their potential. Therefore, every special educator must focus equally on physical and emotional aspects of the classroom.

5.2 Common Behaviour Problems in Children

Common Behaviour Problems in Children

Children, especially those with intellectual and developmental disabilities (IDD), may display a wide range of behaviour problems in classroom settings. These behaviours can interfere with their own learning, the learning of peers, and the overall classroom environment. Understanding these behaviours is essential for effective classroom management and for supporting children’s growth and development.

What are Behaviour Problems?

Behaviour problems are actions by children that are disruptive, inappropriate, or harmful. These behaviours may be frequent or occasional and can occur due to multiple factors like developmental delays, emotional issues, environmental stress, or medical conditions.

Types of Common Behaviour Problems in Children

1. Inattention

Children with inattention find it difficult to concentrate or stay focused on tasks. They may:

Get distracted easily
Leave tasks unfinished
Seem to be daydreaming
Have trouble following instructions

2. Hyperactivity

Hyperactivity refers to excessive movement or activity. A hyperactive child may:

Move around constantly
Fidget or tap hands and feet
Talk excessively
Struggle to sit still, especially in quiet or structured settings

3. Impulsivity

Impulsive behaviour means acting without thinking. Impulsive children may:

Interrupt others
Blurt out answers before a question is completed
Have difficulty waiting for their turn
Engage in risky or dangerous behaviours

4. Aggression

Aggression involves harmful actions towards others. It may be:

Physical: Hitting, biting, kicking
Verbal: Yelling, using abusive language
Relational: Bullying, teasing, social exclusion

5. Tantrums

A tantrum is a sudden emotional outburst, often in response to frustration or unmet needs. It may involve:

Crying or screaming
Falling to the floor
Hitting or throwing objects
Refusing to comply

6. Oppositional Behaviour

Some children regularly oppose rules or authority figures. This can be seen as:

Arguing with teachers
Deliberate refusal to follow instructions
Blaming others for mistakes
Being easily annoyed or angry

7. Withdrawal

This includes behaviours where a child avoids social interaction or isolates themselves. They may:

Refuse to participate in group activities
Avoid eye contact
Speak very little
Appear anxious or fearful

8. Non-compliance

Non-compliance means a child consistently refuses to follow directions. It can be:

Passive: Ignoring instructions
Active: Saying “no” or doing the opposite

9. Self-injurious Behaviour (SIB)

In some children, especially those with severe disabilities, self-harm can occur. Examples include:

Head-banging
Biting oneself
Scratching or hitting self

10. Stereotyped or Repetitive Behaviour

This includes repeated movements or actions such as:

Hand-flapping
Rocking
Repeating the same words or sounds (echolalia)

Causes of Behaviour Problems in Children

Biological Factors

Brain injury or neurological disorders
Genetic conditions (e.g., Down Syndrome, Autism Spectrum Disorders)
Chemical imbalances

Psychological Factors

Low self-esteem
Frustration from communication difficulties
Past trauma or abuse

Environmental Factors

Inconsistent parenting
Overcrowded classrooms
Lack of proper resources or structure
Negative peer influence

Educational Factors

Inappropriate curriculum
Lack of individual attention
Unclear classroom rules
Rigid teaching methods

Impact of Behaviour Problems on Learning

Behaviour issues can:

Disrupt classroom routines
Reduce instructional time
Create stress for teachers and classmates
Lower academic achievement
Lead to social rejection or isolation

Strategies for Managing Behaviour Problems

1. Early Identification

Recognize the signs of problem behaviour at an early stage to plan timely interventions.

2. Consistent Rules and Routines

Establish clear classroom rules and follow them consistently.

3. Positive Reinforcement

Encourage good behaviour by rewarding it with praise, stickers, or privileges.

4. Behaviour Modification Techniques

Use tools like token economy, time-out, and behaviour contracts tailored to each child.

5. Individualised Educational Plan (IEP)

Design learning plans that match the child’s abilities, needs, and interests.

6. Collaboration with Parents

Maintain regular communication with families to understand home environments and ensure consistency.

7. Use of Visual Aids and Schedules

Visual supports help children understand expectations and stay organised.

8. Social Skills Training

Teach children how to interact positively with peers and adults through role-play and modeling.

9. Professional Support

Seek guidance from psychologists, counsellors, and special educators when needed.

5.3 Functional Analysis of Behaviour

Functional Analysis of Behaviour

Functional Analysis of Behaviour is a scientific approach used to understand why a child behaves in a certain way. It helps teachers, special educators, and caregivers identify the cause or function of challenging behaviour and decide how to manage or change it. This process is especially useful for children with intellectual and developmental disabilities (IDD).

What is Functional Behaviour?

Functional behaviour refers to behaviour that serves a specific purpose or function for the individual. Every behaviour, whether good or bad, happens for a reason. Children may behave in a particular way to:

Get attention
Escape or avoid a task
Seek sensory stimulation
Obtain a desired object or activity

Understanding these reasons helps in planning effective interventions.

Importance of Functional Analysis in Special Education

Functional analysis is very important in special education because children with disabilities often have difficulty expressing their needs. Instead, they may use challenging behaviours such as screaming, hitting, or running away.

By analyzing the function of these behaviours, teachers can:

Understand the real reason behind the behaviour
Avoid punishment-based methods
Create positive and supportive classroom environments
Design individual behaviour support plans

Key Steps in Functional Analysis of Behaviour

Step 1: Identify and Define the Problem Behaviour

The first step is to clearly define the behaviour. It should be:

Observable (What can be seen or heard)
Measurable (How often, how long, or how intense)
Specific (Avoid general terms like “misbehaving”)

For example, instead of saying “the child is aggressive”, say “the child hits classmates with his hand during group activity”.

Step 2: Collect Information (Data Collection)

Gather information about the behaviour by:

Observing the child in different settings
Talking to parents, teachers, and caregivers
Using checklists and behaviour rating scales
Taking ABC notes

ABC stands for:

A – Antecedent: What happens before the behaviour
B – Behaviour: The actual behaviour
C – Consequence: What happens after the behaviour

Step 3: Form a Hypothesis

Based on the data collected, form a hypothesis to identify the function of the behaviour. For example:

“The child throws objects during writing tasks to avoid the activity.”

This hypothesis should be testable and based on patterns observed.

Step 4: Test the Hypothesis (Functional Analysis)

Now, the teacher or specialist can try small changes in the environment or response to test the hypothesis. For example:

If the child screams to avoid a task, offer help before the task begins.
If the child acts out to gain attention, try giving attention for good behaviour and ignoring the bad behaviour (unless unsafe).

Observing how the child responds to these changes helps confirm the function.

Step 5: Plan Intervention

Once the function is clear, create a behaviour support plan (BSP) that includes:

Preventive strategies (change in routine, giving breaks)
Teaching alternative behaviours (like asking for help)
Positive reinforcement (reward for good behaviour)
Crisis management (safety steps for aggressive behaviour)

Types of Behaviour Functions

Understanding the function is key to behaviour analysis. There are generally four main functions:

Attention-Seeking Behaviour

Child behaves in a certain way to get attention from adults or peers.
Example: Crying loudly when the teacher talks to another child.

Escape or Avoidance Behaviour

Child tries to get out of a situation they find difficult or unpleasant.
Example: Running away during math class.

Access to Tangibles

Behaviour is used to get something the child wants, like a toy or snack.
Example: Screaming until given a mobile phone.

Sensory Stimulation

Behaviour provides internal pleasure or sensory input.
Example: Hand-flapping or rocking the body.

Tools and Techniques for Functional Analysis

Direct observation in natural settings
Scatter plot analysis to find patterns over time
ABC chart to record Antecedent, Behaviour, and Consequence
Functional Behaviour Assessment (FBA) questionnaires
Interviews with caregivers, teachers, and therapists

Role of the Teacher and Special Educator

Teachers and special educators play a vital role in functional behaviour analysis:

Create a safe and non-judgmental environment
Be consistent in observing and recording behaviour
Work in a team with therapists and parents
Use positive and proactive behaviour support strategies

Ethical Considerations

Respect the dignity and rights of the child
Never use harmful or punishment-based strategies
Maintain confidentiality of behavioural data
Involve the family in the planning process

5.4 Behaviour Management Techniques: Cognitive and Behavioural

Behaviour Management Techniques: Cognitive and Behavioural

Managing behaviour in the classroom is an essential skill for teachers, especially in special education settings. Children with Intellectual and Developmental Disabilities (IDD) often display behaviours that need structured guidance and support. To help them grow academically and socially, teachers use two main types of behaviour management techniques: cognitive techniques and behavioural techniques.

Understanding Behaviour Management

Behaviour management refers to the strategies used to guide children’s actions in positive ways. The goal is to reduce inappropriate behaviour, encourage good habits, and create a supportive learning environment. It focuses on teaching, not punishing.

Cognitive Behaviour Management Techniques

Cognitive techniques focus on improving how children think. These methods aim to help students understand their feelings, thoughts, and how these influence their actions. By developing awareness and self-control, children can learn to manage their own behaviour better.

Self-instruction (Self-talk):
Children are trained to guide themselves through tasks by talking to themselves. For example, a child might say, “I need to finish my work now” or “I can calm down.”

Cognitive Restructuring:
This involves changing negative or harmful thoughts into positive and helpful ones. A child thinking “I can’t do anything right” is taught to say “I can try again and do better next time.”

Problem-solving training:
Children are taught steps to solve problems: identify the issue, think of solutions, choose the best one, and check the results. This builds confidence and reduces frustration.

Social stories and scripts:
These are short, simple stories that explain social situations and expected behaviours. They are useful for children with autism or social communication difficulties.

Goal setting:
Setting small, clear, and achievable goals helps children stay focused and motivated. For example, “I will raise my hand before speaking” can be a daily goal.

Behavioural Management Techniques

Behavioural techniques are based on observable actions. They involve using rewards, consequences, and consistent routines to encourage desired behaviours and reduce unwanted ones. These methods are often rooted in behaviourism and are very effective in special education settings.

Positive reinforcement:
Rewarding good behaviour immediately after it occurs. Praise, stickers, or extra playtime can motivate students to repeat good actions.

Negative reinforcement:
Removing something unpleasant when the desired behaviour is shown. For example, if a child finishes work early and accurately, they might skip a less-liked activity.

Token economy:
Children earn tokens (stars, points, cards) for good behaviour. These tokens can be exchanged for a reward. It teaches delayed gratification and responsibility.

Time-out:
This means removing a child from a situation for a short time when they misbehave. It helps the child calm down and understand that their actions have consequences.

Shaping behaviour:
Rewarding small steps toward the final desired behaviour. For example, gradually increasing the time a child sits quietly by praising each successful effort.

Modelling:
Demonstrating the correct behaviour for children to imitate. Teachers or peers can serve as role models for actions like saying “thank you” or asking for help politely.

Prompting and fading:
Prompts are hints or instructions given to guide behaviour. As the child learns, these prompts are gradually removed (faded) to build independence.

Behaviour contracts:
A written or visual agreement between the teacher and student. It clearly states the expected behaviour and the reward for achieving it.

Integrating Cognitive and Behavioural Techniques

The most effective approach to behaviour management often combines both cognitive and behavioural methods. While cognitive techniques help children understand and manage their thoughts and emotions, behavioural techniques shape their visible actions. Together, they promote long-term positive behaviour and emotional growth in children with IDD.

5.5 Modifying Behaviours of Children with Special Needs in Inclusive and Special Classroom

Modifying Behaviours of Children with Special Needs in Inclusive and Special Classroom

Modifying behaviour means bringing about positive changes in a child’s actions, reactions, and responses. Children with special needs may exhibit behaviours that are challenging, disruptive, or socially inappropriate in both inclusive and special classroom settings. These behaviours may interfere with learning, relationships, and classroom management. Therefore, it is important for educators to use appropriate techniques to support and guide behaviour in a structured, positive, and child-friendly manner.

Understanding Behaviour in Children with Special Needs

Children with special needs may have different causes behind their behaviours. These may include sensory sensitivities, communication difficulties, developmental delays, emotional issues, or frustration due to academic challenges. Some common behaviours observed in these children are:

Aggression or hitting
Tantrums or crying spells
Non-compliance or refusal to follow instructions
Social withdrawal
Inattention or impulsivity
Repetitive behaviours

Before addressing any behaviour, it is essential to understand the reason behind it. This helps in selecting the most effective behaviour modification strategy.

Important Principles for Behaviour Modification

Individualised Approach
Each child is different, so a personalised strategy is needed. Use the Individualised Education Plan (IEP) to identify behavioural goals for the student.
Positive Reinforcement
Reward the child for showing desirable behaviour. This can include praise, tokens, smiley faces, extra playtime, or preferred activities. Positive reinforcement encourages children to repeat good behaviour.
Consistency
Behaviour plans should be consistent across time, settings, and people. All teachers, assistants, and caregivers should follow the same approach for the same behaviour.
Clear Instructions
Use short and simple sentences. Visual supports, gestures, or pictures can help children understand better, especially those with language or cognitive difficulties.
Predictable Routine
A structured daily schedule helps children feel secure and reduces anxiety. Visual timetables can be used for this purpose.
Functional Behaviour Assessment (FBA)
FBA helps in identifying the purpose of a child’s behaviour. It follows the ABC format:
- Antecedent: What happened before the behaviour?
- Behaviour: What did the child do?
- Consequence: What happened after the behaviour?

This method helps in planning more effective interventions.

Common Behaviour Modification Techniques

Token Economy
In this system, children earn tokens for positive behaviours. Later, these tokens can be exchanged for a reward. This system helps children stay motivated and engaged.
Behaviour Contracts
A simple agreement is made between the teacher and student that outlines the behaviour expected and the reward if the student follows the agreement.
Time-Out
This involves removing the child from a distracting or overstimulating environment for a short time so they can calm down. It should be used carefully and never as punishment.
Social Stories
These are short and simple stories created with text and pictures to help children understand expected behaviours in specific situations like “how to greet a teacher” or “how to wait for your turn.”
Modelling and Role Play
Teachers or peers demonstrate appropriate behaviour. The child is then given a chance to practice it in a safe and supportive setting.
Prompting and Fading
Provide help or prompts (like a verbal reminder or gesture) to guide the child’s behaviour. Gradually reduce the prompts as the child learns.
Differential Reinforcement
Reinforce positive behaviour while ignoring or not reacting to negative behaviour. For example, reward the child when they raise their hand to speak instead of shouting.
Self-Monitoring
Teach the child to observe and track their own behaviour using a chart or checklist. This method builds independence and self-discipline.

Classroom and Environmental Modifications

Physical Environment

Remove distractions such as loud noises or clutter
Arrange furniture to reduce crowding
Create a calm corner or sensory area for children to take a break

Emotional Environment

Maintain a calm and respectful tone
Celebrate small achievements
Offer encouragement and emotional support regularly

Role of the Teacher

Observe and record behaviour regularly
Communicate with parents and therapists
Apply strategies patiently and consistently
Create a safe and respectful learning atmosphere
Encourage inclusion and peer acceptance

Involving Parents and Peers

Share behaviour plans with parents and suggest ways to follow them at home
Conduct awareness activities to help classmates understand and support the child
Use peer buddies or classroom helpers to assist and model good behaviour

Challenges and Practical Solutions

Challenge	Suggested Solution
Behaviour gets worse initially	Be consistent and patient
Lack of resources or materials	Use homemade or low-cost visuals
Parents are unaware or uncooperative	Organise regular communication and guidance sessions
Time constraints for teachers	Integrate behaviour goals within academic tasks

Disclaimer:
The information provided here is for general knowledge only. The author strives for accuracy but is not responsible for any errors or consequences resulting from its use.

PAPER NO 04 CHILD DEVELOPMENT AND LEARNING

D.Ed. Special Education (IDD) Notes – Paper No 4, Unit 5: Classroom Management