Behaviour Management Theories for Inclusive Classrooms

This report discusses the importance of behaviour management in inclusive classrooms and how teachers can manage disruptive behaviour. It explores B.F Skinner's operant conditioning theory and the use of positive reinforcement to modify behaviour.

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DIPLOMA IN EDUCATION AND TRAINING
LONDON SCHOOL OF ACADEMICS
KENNEDY RICHARD
UNIT 501

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Task A
Report
Analysis of the application of the Pedagogical principles
The word “Pedagogy” can be referred to as the interaction between the teachers and
the students and the learning tasks and the learning environment. The purpose of making the
pedagogical principles is to guide and inspire the faculty, students and the administrative
staffs involved in the designing, implementation and the evaluation of the teaching and the
learning activities (Hart, Drummond and McIntyre 2013). Meeting the educational
requirements in the development of the equitable position in an inclusive society where the
rights of each of the individuals are protected. The five key principles of a good pedagogy are
motivation, exposition, direction of the activity, criticism and the inviting imitation. It is these
principles that helps creates condition for the individual progress of an individual.
Utilisation of the core elements of the pedagogy
Inclusive pedagogy is a student-centred approach to teach the students of varied
background, learning styles and the abilities of all the learners. In this approach the teachers
and the students work together to create a supportive and open environment fostering social
justice for the individuals. Some of the core elements of inclusive pedagogy is- provision for
the meaningful participation of all learner. As per this element, an inclusive pedagogy does
not ignore differences, but advocate the different means of teaching catering to the individual
differences giving them the opportunity to engage in rich and meaningful learning.

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Another element is good teaching which is the basis of the inclusive education pedagogy. The
pedagogical models depends on the formative assessment for building up a program suitable
for each of the individuals in the group (Spratt and Florian 2015). One of the elements of
inclusive teaching is that inclusive pedagogy involves the judicious use of the technologies.
ICT technologies can be used for the development of curriculum for the student with special
needs. The designing of the learning activities will be such that the inclusive learning
objectives are rightfully met. The selection and the sequencing of the learning activities are
such that it makes use of the ICT to the fullest level. However, another important element of
inclusive teaching is that multiple means should be used for reaching the students. A
Differentiated Instruction (DI) learning can be important as it provides students with a wide
variety of methods to interact, investigate, check for the understanding and immerse
themselves in the learning process.
6.1, Criteria not addressed.
Analyse ways in which minimum core elements can be demonstrated in planning, delivering
and assessing. Refer to your practice.
In my practice settings, inclusive pedagogy can be used for the children having special care
needs. ICT can be used in the curriculum of an inclusive classroom due to the fact that these
modalities makes learning more easily for children having attention deficit hypersensitivity
disorder. Using inclusive curriculum will also help the educators to analyse the exact needs of
children with special care needs.

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Effectiveness of the use of creative and the innovative approaches
Some of the effective pedagogical approaches includes Universal design for the
learning (UDL), which is based on the three principles including- teaching via multiple
means of engagement, multiples means of representation and multiples means of action and
expression.
Liasidou (2012) has highlighted the needs of the application of a variety of learning
approaches for producing motivated learners. Under this element, the teachers help the
students to develop the personal coping skills and reflect on their own performances. As
stated by Carrington, S.B. and Macarthur, (2012), a variety of options should be produced by
the teachers and the learners to communicate properly using a wide variety of communication
styles. The teachers help the students in the setting of the goals and developing the task-
oriented strategies. Another innovative technique that can be used are- Differentiated
Instruction, where the learning curriculum is based on the individual learning needs of the
students.
The conventional way of teaching might not be suitable for inclusive teaching as
children with disabilities might have special needs. Hence there should be provision of
assistive devices to serve the needs of the learners with disability (Florian and Spratt 2013).
Use of innovative learning techniques would also help to increase the motivation among the
learners. Again, it also helps in creating the creative learners of future.
1.2, Criteria not fully met. The above does not refer to creative and innovative approaches
used in relation to your practice. To meet criteria fully take the following action:
 Set out two creative and innovative approaches you have used in your practice and
evaluate the effectiveness of them. 150 words max, no research is needed.

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Write your response here…
Two innovative approaches that has been considered in my practice is to include outdoor
activity in the curriculum, such as excursion to the local park. Such outdoor activities helps
them to explore the real world, interact with nature, and develop visual literacy skills.
Another effective approach that was introduced in the classroom is the involvement of
parents in certain activities such that the children does not get frightened or confused. It has
been proved that parental involvement in classroom based activities often can be helpful for
the understanding the developmental status of the children as parents get the opportunity to
interact with the educators.
Planning of inclusive teaching and learning
While reflecting on my own practice, I should mention that Psychology plays a
pivotal role in the global world and the holistic living. Psychologists often work for the
children with different educational needs and thus can play an important role in the
curriculum development of inclusive education.
Another model that I have referred to, is the APACP model that involved
participatory action research among the personals working in the inclusive schools. The
model has focused on different development procedures like defining the ways and planning
for the solution, implementing the plan with consistent adjustment and evaluation (Spratt and
Florian 2015). Keeping in mind, the positive, social and the psychological effects of the
classroom inclusion on the learners. Again, I have also considered the Freudian learning
principles, in order to design activities to teach real life social skills to the children.
2.5, Criteria not met. The focus of this criteria point is to explain how account is taken of
theories, principles and models in terms of you planning inclusive teaching and learning. You

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refer to Bandra which is well placed however you have not explained how you take account of it.
To meet criteria, take the following action:
 Explain how you take account of theories (Bandura is good to use) when planning
inclusive teaching and learning. 150 words max, excluding any quotes.
Write your response here…
The social and the psychological effect on classroom inclusion is found to be tandem with the
Social learning theory of Albert Bandura (1994), that states that behavioural learning among
students takes place by imitating others. According to Bandura’s social learning theory, for an
inclusive education four prime areas needs to be followed.
Attention – The pedagogy should be constructed in such a way such that it attracts the motivation
of the students.
Reproduction- Previously learned information needs to be reproduced while the construction of
an inclusive curriculum.
Motivation- The inclusive curriculum in a school should follow innovative approaches, such that
it motivates the students. Motivation in students might again arise from positive reinforcement.
 Explain how you take account of principles (any two of these: behaviorism, cognitivism,
constructivism and humanism) when planning inclusive teaching and learning. 150 words
max, excluding any quotes.
Write your response here…The instruction based on the constructivist theory is supported by
general education classes and many educational organizations. According to the constructivist
theory, learning has to be meaningful and related to real life situations. For example, instead of
repeatedly allowing the children to work on the word problems, the constructivist theory proposes

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that real money can be given to the children at class (Bada and Olusegun 2015). Again in the
social class’s children can role play the judges, lawyers and the judges for a stimulated court
cases. Children facing from learning disabilities will be benefitted from this approach as they
always find it difficult in the generalization from the classroom to the other settings.
However, it should be mentioned that behaviorist theory refers to direct instructions and
has been criticized in many settings. However, they have shown promising the results in children
with learning problems. This theory involves the breaking down of the assessment in to smaller
units for the teaching. Modelling, is another important sector of the instructional techniques, that
can be helpful for children with special needs.
 Explain how you take account of models of learning (pedagogy and andragogy) when
planning inclusive teaching and learning. 150 words max, excluding any quotes.
Write your response here…Pedagogy is the way of inclusive education for the children
and andragogy involves the methods to teach the adults. The andragogical approaches should be
such that the disabled adult learners could move from dependency to self-directedness. As per the
techniques, students can only learn when they feel they need to learn (Egizii 2015). Andragogy
involves that the learning context should have a meaningful relationship with the past experience
of the learner. Both the models of learning states that the learning styles has to be considered
while making an inclusive curriculum. While planning for the inclusive teaching, I have
researched for the various types of frameworks for inclusive teaching. One is the SEAT
framework of inclusive management. SEAT stands for Student, environment, activities and
tools (Spratt and Florian 2015). The guidelines includes preparing the student with special
needs and social impairments including the academic support. The teaching and the learning
activities should include both inside and outside of the classroom. Several tools such as use of
technologies, educational media like the use of the Braille kits, printed materials and media

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and other services like therapeutic activities, physical therapy and speech therapy must be
used (Spratt and Florian 2015).
 Explain how you take account of learning preference models (Kolb, Honey and Mumford,
Fleming or Gardner-any one) when planning inclusive teaching and learning. 150 words
max, excluding any quotes.
Write your response here…The learning styles developed by Peter Honey and Alan Mumford are
suitable to develop an inclusive curriculum. Some of the main learning style includes, the
activists that should possess an open minded approach to learning. Some of the involved activities
are brainstorming, group discussion, problem solving, role play, competitions. Many children
with special needs require models, concepts and facts for engaging in the learning process
(Sangvigit, Mungsing and Theeraroungchaisri 2012). Again another learning style related to
inclusive curriculum are pragmatists, who take time to think about the learning styles can be
applied in to reality. Some of the other learning styles are the reflectors, who need paired
discussions, self-analysis questionnaires, interviews, coaching for a proper learning procedure.
Conclusion
In conclusion, it can be said that constructing an inclusive learning environment
requires the implementation of an inclusive education pedagogy. However, the paper had
focused on the principles like multiples means of engagement, provision of multiple means of
representation, provision of multiple means of expression and action and use of technologies
for the curriculum development. The paper has also mentioned about the importance of the
various teaching strategies and the innovative approaches for an inclusive classroom. Finally,
the report has also shed light upon the different theories like Freudian learning, principles and
Bandura’s social learning theory for assessing the learning needs of the students and
developing the behavioral objectives.

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Task B
Investigative Report
Behaviours management theories
Behaviour management in the classroom remains an issue and how the teachers
manages an inclusive classroom is an essential part of the learning environment. It is known
to the educators that correct instructional styles can mitigate the behavioural issues taking
place in the inclusive classroom (Shea and Bauer 2014). Since an inclusive classroom
contains children of different kinds and needs, the behavioural pattern of both the students
with and without special needs can become an issue. Teachers in the inclusive classroom
should use the same disciplinary practices for managing the disruptive behaviour of the
students with special needs. The reason of this misbehaviour can be due to several reasons
such as the inappropriate curriculum or the teaching strategies (Shea and Bauer 2014). Again,
it can also develop due to the inability of the teachers to address the diverse needs of the
students. Other factors involves the linguistic barriers, lack of materials, resources and the
equipment. Hence, in order to manage the behaviour of the students of an inclusive
classroom, it is necessary to understand what is guiding the behaviour of the students.
Several classroom management theories have been proposed. Of them, B.F Skinner’s
contribution to the learning theories cannot be overstated. According to Skinner’s operant
conditioning, any changes in the behaviour is a function of the change in the overt behaviour
(Vargas 2017). As stated by Skinner, any changes in the behaviour are due to individual
responses to the event. When the stimulus –response (SR) pattern is rewarded, the individual
is conditioned to respond similarly in the future. The main element of Skinner’s theory is
reinforcement or something that causes strengthening of the desired responses. As per this

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theory it has been analysed that practice should occur in a question answering format
exposing the students to the information gradually through a series of steps (Vargas 2017).
The educator should always try to arrange the questions by difficulty such that the response is
always correct. Good performances should always be accompanied with praise, appraisals
and good grades. He proposed that the best way to modify the behaviour of the student is to
modify the environmental triggers (Luman et al. 2013). Skinner did not approve the use of
punishments. Another theory in contradiction to the Skinner’s theory is the theory proposed
by Alfie Kohn (2015), who had stated that praise, grades kills intrinsic motivation and the
desire to learn (Kohn 2015) .
Fay (1981) has developed a love and logic model that emphasised on decreasing the
punishment and emphasised on the fact that students’ behaviours can be managed by the
problem-solving method. While analysing the behaviours management theories, Bandura’s
Social learning theory (1977) is an important theory for classroom management. As per this
theory, people learn from one another by observation, modelling and imitation. Hence while
assessing or studying the behaviour of the students it is necessary to understand as from what
the students are learning to display a kind of behaviour (Bandura 2014). It is necessary to
assess, whether the behaviour of the teacher is biased that are causing the disruptive
behaviour of the students or the teacher is unable to educate the students without special
needs about how to behave with the classmates with special needs. It should be mentioned
that the actual motivation behind any behaviour of a children is mainly to get praise,
attention, interesting activities or to avoid the things that they dislike (Bandura 2014). Hence,
in order to develop an inclusive classroom, it is necessary to understand to offer rewards or
appraise the students such that they remain motivated (Costică 2014). Analysing the
antecedent and the consequences are necessary to manage classroom behaviour. I tend to
follow the operant conditioning model of Skinner and the follow the “positive reinforcement”

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for the management of the behaviour of my learners by offering the reward and at times I
would also follow the “negative reinforcement “in the form of warnings for managing
disruptive or chaotic behaviour. I believe in using the intrinsic motivational approach for
arousing interest among the learners. Similarly, by extrinsic motivation, I can make my
classroom inclusive and safe and proceed towards the goal of the achievement of the learners.
As per this theory learnt I have realised that in order to develop an inclusive learning,
it is necessary to assess the environmental factors triggering the disruptive behaviours in the
inclusive classrooms.
This task meets criteria set.
3.3, You detail behaviour management theories of such includes Skinner, the key features of
his theory have been set out well. To develop further additional theories could have been
analysed such as that of Kounin.
3.3, You explain well how Skinner`s theory is used to create and maintain an inclusive safe
environment referring to the use of both positive and negative reinforcements.
Task D reflective account
How own delivery of the inclusive teaching has taken in to account of the theories,
principles and the models
In have understood that there are several factors that influences the teaching practice
of a teachers and the environment where the children learn. While deciding on the learning
strategies I had to go through several theories like Vygotsky’s cognitive developmental
theory (1934). For example, I had understood, that in some of the discipline we need to have
constant interaction with students, on the other hand in case of mathematics, students need

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silence and uniformity. Again, uniformity and silent learning might not be possible in a
classroom with student with diverse needs (Moll 2013). I believe that there must be balance
between the self-taught and peer taught in the classroom. I have understood that Vygotsky’s
zone of proximal development is an excellent example as of how to engage this important
factor. I have also understood that “Private speech” has always helped children to focus on
the task and increase their motivation for the learning. Socratic questioning had been found to
be an effective method of learning and social development.
Own assessment practice
I develop my assessment strategies by blending different theories, models and the
principles of assessment that includes the initial and the diagnostic assessment, formative
assessment, summative assessment. There is a need of the initial diagnostic assessment for
analysing and evaluating the curricular and the extra-curricular eligibility of the learners.
There are some common achievement tests that can be used for assessing the learning
disability such as the Woodcock Johnson’s tests of achievements (WJ), the Wide range
achievement tests (WRAT). These tests helps to focus on the writing, reading and maths
(Kaufman et al. 2012).
Evaluation of the effectiveness of own practice in the delivery, planning and assessing
inclusive teaching and learning
Delivering inclusive education can be challenging for the teachers for reducing the
barriers of learning and the participation for all the pupils. Teachers responding to the needs
of the people who are marginalised can enhance the education quality for all the pupil. Kolb’s
theory of learning has helped to understand the learning style of each of the students with
special needs. Kolb’s learning cycle (1984) consisted of 4 stages of this cycle.

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Concrete experience- This has helped me to understand that the inclusive lessons should be
so structured in such that the learners can practice what they are learning in the sessions
(Poore, Cullen and Schaar 2014).
Reflective observation- Reflecting on the task depending upon the experience on doing the
task. For example, the traditional types of learning for the literacy and the numeracy classes
must be amended.
Abstract conceptualisation- this refers to the application of the new theories. I believed that
this learning experience had helped me to identify that in order to make an inclusive
pedagogy, the lessons had to be less formal and more of fun (Poore, Cullen and Schaar 2014).
Active experimentation- Active experimentation has helped me to come up with innovative
games and discard the traditional board games that were not very popular.
Schion’s reflection in action and reflection on action model (Fitzgerald, 1994 )- this
model is useful for assessing the new learners. As we, do not have any knowledge of the
learners at this point other than the initial diagnosis. Some decisions must be taken on the
spot in relation to more chaotic learners, or if the learners are falling behind. The
psychological and the sociological courses have finally helped me to understand about
children psyche and how people interact. among themselves.
The Brookfield’s critical lenses model (1995) includes autobiography, the learner’s
views and the theoretical perspectives (Ndebele 2014). According to Brookfield, the
autobiography or the personal views are the most essential evaluation tool (Brookfield 2017).
I believe that we should motivate the learners to make positive changes. The learner’s view
helps to gauze children’s motivation to learn and participate. I have learnt that learners must
be consulted with, the perception of the learners, what they enjoy, or how they respond helps

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in the designing of an inclusive curriculum. For example, while working with children having
auditory needs, I have learnt that that they learn much better with kinesthetic learning. A
VARK questionnaire has helped me to assess the preferences of the children.
Analysis
I come across a diverse group of learners with many needs; however, this has enabled
me to develop sensitivity towards the beliefs. Considering the curriculum design, I believe
that I need to do extensive research papers to understand the strategies of different authors for
an inclusive curriculum. I can also gain knowledge about the inclusion strategies by visiting
other day care center that provide basic skill courses and discuss about failure and the
success. I had felt that the practical demonstrations in classes must be suiting the needs of the
children. Furthermore, I believe that I should pay more attention to the patterns in student
learning that needed further attention. Hence, each student require assessment throughout the
quarter. I also feel that there is a requirement for going through the curriculum of the other
childcare organization, such that strategies can also be extracted from them. I have also learnt
that it is necessary to create an inclusive environment in the class, some of them includes
setting and enforcing the ground rules for the respectful interaction during the class,
guidelines for contributing the questions and ideas and for responding respectful to the ideas
and the questions. Respect should be shown to all the questions and the comments, verbal and
nonverbal cues can be used to encourage participation of the students and encouraging them
to think critically and deeply (McGarry 2013). Improvement must be made in the sector of
the use of the assistive devices. Although theoretically, computer assistive devices must be
used in all-inclusive schools, but every school cannot make use of the assistive devices.
Hearing aids are low. Alternative low-tech formats like Braille can also be used (Forlin

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2012). Many of the ICTs can be used as a didactical tool for enabling the more inclusive
learning environment.
In conclusion, it can be said that theories have helped me to assess, plan and develop a
curriculum inclusive of children with diverse needs. I have learned that the various
achievement tests have helped me to understand the understanding levels of each of the
students. Furthermore, the feedback from the students has also helped me understand the gaps
in their educational needs in terms of ICT or other resources.
This task meets criteria set.
4.5, You refer well to taking account of Vygotsky`s theory in terms of it shaping your
understanding. It is advised that for future tasks care is taken to review criteria requirements
as not all has been met through your write up. However, criteria where cross marked with
Task A and B of Unit 502 has been met.
5.5, Criteria has been met when cross marked with Task C of Unit 502. Note that again care
needs to be taken when reviewing criteria requirements.
7.1, 7.2, You set out theories of reflection including that of Kolb, Schon and Brookfield
referring to how these are taken account of in relation to your practice. You also set out
improvement in terms of practice such as carrying out research and paying more attention to
patterns of learning. For future task development it is advised that more reference be made to
your main area of specialism to provide better insight.

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