INCLUSIVE

CLASSROOM
MANAGEMENT
STRATEGIES
December 2023
 What is Neurodivergent?
According to Cleveland Clinic:

Neurodivergent is a non medical term that describes people whose

brains develop or work differently for some reason. This means the
person has different strengths and struggles from people whose
brains develop or work more typically. While some people who are
neurodivergent have medical conditions, it also happens to people
where a medical condition or diagnosis hasn’t been identified.
The term was developed by Judy Singer, 1998
 Intellectual Disability
Associated with mental limitations in the fields of reasoning, planning, and
judgment, which have an impact on adaptive adjustments.

Behaviors at school
The capacity to think more slowly than peers of their age
Delays in daily skills
Difficult to socialise

Characteristics
Difficulties in understanding commands, and quick to forget
Attention is very easily distracted by circumstances.
They are often dumbfounded, do not respond appropriately, and remain silent.
 Autism Spectrum Disorder
Complex neurological development disorder that is shown by abnormalities
in social communication and unusual behaviour.

It is characterised as a deficiency, with persistence in the lack of social

interaction and communication skills that are seen in the rigidity and
repetition of the same interests and behaviour.
Autism Spectrum Disorder
Characteristics
● Do not like to make eye contact
● Do not want to play with other children,
● Use non-verbal language that is awkward and difficult to
understand.
● Emotions are flat but when their activities are disturbed, they
will easily display tantrums.
● Makes certain movements continuously that appear rigid and
repetitious, usually flapping their hands or rocking their body
 Selective Mutism
When a child can't speak in certain settings, but can speak fine in others.
For example, a child may not be able to speak at school, but can speak with
no problem at home. This may be caused by a couple reasons:

● An anxiety disorder
● Poor family relationships
● Self-esteem problems
● A speech or language problem, such as stuttering
● Family history of anxiety disorder
● A traumatic experience
 Learning disabilities
A reduced intellectual ability and difficulty with everyday activities.

Most common learning disabilities:

● Dyslexia
● ADHD
● Dyscalculia
● Dysgraphia
● Dyspraxia
Dyslexia
● Is a difficulty in reading because of
problems in identifying speech sounds and
how they relate to letters & words.
● Usually the lower frontal area of the brain
is affected.
● Most children with dyslexia can succeed in
school with tutoring or a specialized
education program. Emotional support also
plays an important role.
Dyslexia
 Attentional Deficit and/or
Hyperactivity Disorder
Demonstrated by behaviour such as being unfocused (inattentive),
hyperactive, and impulsive

Behaviors at school Characteristics

Unable to stay still, or being restless when Problems with focusing
sitting in class. Impulsive behaviours
Very reactive when seeing, hearing, or Hyperactive behaviour problems.
holding something
Careless and usually forgetful (forgetting
instructions or forgetting their possessions)
Difficulty to focus when speaking
often seem to be ignorant of intentional or
unintentional
 Dyscalculia
Dyscalculia is a learning disorder that disrupts a person's ability to
understand numbers and math-related concepts

Problems they face:

● Counting backward. Emotional Symptoms:
● Solving word problems. Anxiety & Fear
● Breaking down problems into multiple
steps to solve them.
● Measuring items.
● Using money (coins and bills) to pay for
items, exchanging bills for coins (and vice
versa) and making change.
 Dysgraphia
Dysgraphia is a learning disorder characterized by writing
difficulties. Usually this problem emerged when they first are
introduced to writing
Problems they face:
● Cramped grip, which may lead to a sore
hand.
● Difficulty spacing things out on paper or
within margins (poor spatial planning)
● Frequent erasing.
● Inconsistency in letter and word spacing.
● Poor spelling, including unfinished words
or missing words or letters.
 Dyspraxia
Dysgraphia is a developmental coordination disorder. This disorder
does not affect intelligence
Problems they face:
● Coordination, balance and movement ● How to function in social situations
● Learning new skills, think, and remember ● How to deal with your emotions
information at work and home ● Time management, planning and
● Daily living skills, such as dressing or personal organisation skills
preparing meals
● Ability to write, type, draw and grasp
small objects
 “Stressed-out brains
don’t learn well”.
Schools that focus on SEL can see an average of 11%
improvement in academics. Indeed, for students with
learning disabilities, one of the key factors for
academic success is having support systems, like
caring adults who help them navigate the challenges
they face. When students (and indeed adults) feel
safe, seen, and supported, they experience more
positive emotions, which boosts cognitive resources
for learning.

Connect before correct

 Very important:
In searching for ways to help children with special needs,
remember that you are looking for ways to help them help
themselves. Your job as a teacher is not to “cure” them, but
to give your student the social and emotional tools they
need to work through challenges. In the long run, facing and
overcoming a challenge such as a learning disability can help
your student grow stronger and more resilient.
 SUCCESS PLAN
Explore the function and underlying purpose of the Behavior

SEAT
SENSORY ESCAPE ATTENTION TANGIBLE
 Other Functions :
POWER
STUDENT’S BELIEF :
I belong only when I’m in control or when I’m proving that no one can make me do
anything

INTERVENTIONS :
● Avoid using the punishment.
● Redirect the behavior
● Give the student choices
● Utilize the obvious leadership potentials
● Have the student develop a lesson on “dispute techniques”
 Other Functions :
REVENGE
STUDENT’S BELIEF :
I belong only when I hurt others and get even. I can’t be liked

INTERVENTIONS :
● Work on changing our perceptions. No one really wants to be miserable.
● Show the student that you will deal with his behavior but you WILL NOT
“Reject” him
● Demonstrate caring attitude
● Teach student to verbalize his “hurt”
● Designate a safe place for the student to go when he starts misbehavior. Give
him opportunity to leave the situation
 Other Functions :
DISPLAY OF INADEQUACY
STUDENT’S BELIEF :
I belong only when I convince others that I am unable and helpless

INTERVENTIONS :
● Don’t pity
● Don’t be too critical
● Focus on all successes
● Teach constructive ways to deal with mistakes
● Post visuals of their success through graphic and charts
 Changing Behavior

A B C

Antecedent Behavior Consequence

Events that occur before Events that occur after
behavior behavior
 A C
ANTECEDENT CONSEQUENCE
STRATEGIES STRATEGIES
Strategies to prevent the To prevent the recurrence of such
occurrence of behavior behavior in the future
 A
ANTECEDENT
STRATEGIES
 Sensory
1. Providing time and space for engaging in sensory activities.

2. Offering more functional sensory activities.

 Sensory
3. Provide access to preferred sensory activities
for children during learning. Conduct an analysis
of the sensory needs.
● For example:
● Sit on a bouncy ball.
● Use a squeezy toy.
● Play with playdough.
● Sit in a rocking chair.
 Escape
1. Teach how to ask for a "Break."

2. Communicate rules/expectations.

3. Provide choices:
"Do you want to work on math or writing first?"
"Do you want to do homework in your room or outside?"
"Which pencil would you like to use?"

4. Use a visual schedule.

 Escape
5. Use materials that are more interesting and enjoyable for the
child.

6. Task interspersal: intersperse challenging tasks with easier ones.

 Escape
7. Pairing: Building a positive relationship with
the child. Associating the instructor with
reinforcement/enjoyable things.

8. Breaking tasks into small parts:

Example: Answering 5 questions → Break
Example: Reading 2 pages → Break
 Attention

1. Teach how to seek attention appropriately:

Holding someone's shoulder, waiting.

2. Provide attention when the child behaves

well:
"Thank you for waiting."
"Good job sitting quietly."
 Tangible

1. Use First, Then.

2. Use visuals
(schedule/timer) to
indicate when the item
can be obtained.
 Emotional Regulation
● The child should be able to label
emotions first.
● Teach coping skills when the child is
calm.
● Provide examples/modeling.
- Label emotions – "Mom/Dad feels
angry."
- Identify what is needed – "Mom needs
to take 10 deep breaths."
 C
CONSEQUENCE
STRATEGIES
 General Guideline
01 02 03
Positive Find Out Stay Calm
Approach Motivation

04 05 06
Reinforce Debrief
Follow Through
Good
Behavior
 Do not use threats.
Do not use punishments.

1 Do not bribe.

Focus on what can be gained when

exhibiting good behavior rather
Positive than what will be lost/ taken away
when not exhibiting the behavior.
Approach Finish the meal within 30 minutes
→ earn extra TV time.
 Identify the function of the
2 behavior.

Determine what the child gains

Find Out from that behavior.

Respond according to the function.

Motivation
Ensure consistency in responses
from everyone (teachers, family) in
all environments (school, home).
Respond according to the function

Sensory
Redirect and replace with a more suitable activity.

Escape
Not allowing the child to avoid demands.
Respond according to the function

Attention
Not giving attention when the child seeks attention inappropriately.
Giving attention when the child seeks it appropriately.

Tangible
Not providing items/activities when the child requests them
inappropriately.
Providing items/activities when the child requests them
appropriately.
 Limit eye contact.
Limit excessive verbal comments.
3 Don't give attention to the behavior but
remain present to ensure safety.

Stay Calm Use a neutral tone, avoid sounding angry.

Avoid scolding and threats.
"If you don't stop crying, Mom will take
away your toy."
Safety first!
Redirect with a neutral tone.
 When giving demands, the child must

4 perform and complete the given tasks.

If there's no time to manage problematic
behavior, avoid escalating the behavior.
Follow It's better to prevent a tantrum than to

Through
"start" one and give in (not follow through).

Example: If a math assignment is likely to

trigger a tantrum and the parent is busy,
avoid assigning the math task at that time.
 5 Use praise/tokens to reinforce good behavior.
Do not provide reinforcement for undesirable
behavior.
Reinforce
Good Behavior
Reward Chart
Reinforcement vs. Bribing
Reinforcement → consequence, only
given after the desired behavior has
occurred.

Bribing → reward given while the

behavior is happening.
 a Debrief with the child
- Label the child's emotions.
- Ask what made them angry/sad.

6
- Provide feedback: validate feelings, explain why
the behavior is not allowed.

b Debrief with ourselves

Debrief Reflect on how the behavior was handled, what
can be improved, what can be prevented.
When calm, discuss
the incident:
c Debrief with other teachers
Discuss what went well, what can be improved
and prevented, and plan for the future.
 Tips for Teacher
01 02
Never make rash judgments about students Check the data about student achievement &
without checking the facts with reliable sources. behavior to make the best determination of how
Never label, belittle, or otherwise speak unkindly to help the students who have problem
about students and their parents.

03 04
Study the educational theory to understand Learn how to be reflective when solving
them better and solve the classroom problem problems and to recognize the importance of
reflection in solving classroom problems and for
your continued development as a teacher