National Award for SEN Co-ordination

Help please!

As part of my course, I have to have a discussion on a pertinent question. I’d like more views than just those of my colleagues, can you please comment below? Thanks

“In light of the disability discrimination act, is it fair to be giving pupils(with mld, sld, asd) detentions and exclusions because of behaviours linked to their disability? Do they understand these consequences?”


Filed under School, Staff

14 responses to “National Award for SEN Co-ordination

  1. I agree with all these comments – consequences are important.

    Also separating the label from the behaviour – was it the difficulty causing behaviour or the student?

    It is very important to find the triggers to a behaviour – was there a supply teacher? Was it non-school uniform day? Identifying the cause and working with student on this can often lead to a better solution than a detention.

    Under the Equalities Act 2010 (has superseded DDA) if a a school has not made reasonable adjustments for a student with a learning difficulty then parents could appeal exclusion decision.

    I agree with Cazzypot that demonstrating positive behaviours help make it explicit how a student should behave in certain situations.

    I use comic strip conversations a lot (Gray – Social Stories also help) – after an incident and go through forensically one step at a time drawing what student tells me. We use speech bubbles and thought bubbles to help explain the social communication. It can be very revealing and helps students link their feelings with behaviours. It is then important to draw a new scenario after of what they ‘could have done’ instead – what choice could they have made which would have produced a better outcome. I do these on iPad and can send the pictures straight away to parents and teachers – Paper53 a good app.

    Great question by the way – have enjoyed reading the responses.


  2. Hi there, saw your tweet!

    I think it’s an interesting debate – there will be consequences and sanctions that can be understood and I think it’s important that we stick to those. It’s not true that the behaviour policy has to be applied consistently – judgement and personalised targets are all about inclusion. As said before, there is no easy answer i’m afraid!


  3. Pauly2580

    Sanctions / punishments no, but consequences linked to their actions, yes. Unfortunately, a huge part of our role is preparing young people for next steps and I think it is important they see consequences for their actions (important to note my specialism is besd rather than the other categories.

    We have wrestled with this and adopted a series of consequences which are underpinned with restorative principles and upr so even when facing consequences, it is a supportive and educational process. Schools / colleagues need to be skillful and creative in their management of the process to ensure it is effective.



  4. @behaviourteach

    Wow what a great discussion. I don’t think detention, exclusion is right for asd, sld and BESD! I think that each child in these catagories have different strategies, hot spots and ways of dealing with. Detention has been used as a form of reflection and really difficult to help children to ‘reflect’. However I do feel that children with mld can respond to this.

    Look forward to seeing this thread develop and would be a great topic for behaviour chat!


  5. Hi no I don’t think its right! Children are referred to us with medical conditions linked to behaviour; however kids with say ASD do not respond to strategies for BESD, particularly if they have sensory issues can make them worse !! There is an issue re whole process. Kids come to us cos nowhere else. Is criminal !! I will blog on this subject very complex .


  6. recieved via DM
    No, I don’t think that it is right or fair that we hand out punishments to students for these behaviours that are part of their complex needs. As adults we would be putting measures in place under the DDA to help them cope with them and to make life easier for them. In many schools, they are more frequently punished for them, as they are not understood and staff feel that they shouldn’t be here. In the same vein, should students that can’t cope with self-managing their behaviour be in main-stream education, or would they be better served in specialist units, where they can be given the time and attention to get to know their own specific needs, to identify their triggers and to help them develop their own early warning system to self manage this behaviour?


  7. No. I think punishments for SLD and ASD kids as a result of issues directly linked to disabilities likely to be fruitless. In the past, I have had some success with ‘standard punishments’ with MLD kids. But maybe some training to encourage modification of behaviour is possible?

    Slightly off the subject (apols!), some years ago, I read about a study for ASD kids where the adults mirrored (copied) the ‘unacceptable’ behaviours to show the autistic kids what they looked like. They then went on to physically demonstrate more ‘acceptable’ behaviours to them. In this study, over a period of time, the behaviour modification demonstrated by the ASD kids was incredible.
    I suppose what I’m trying to say is this: maybe it’s possible that even kids with disabilities *could* be taught to modify and improve the more antisocial aspects of their behaviour, with the right input.
    An interesting and under explored(?) area.


  8. Hi Marion. No I don’t think its a fair process. These children need to be taught ways to help them to deal with their emotions and the resulting behaviours. Exclusions and detentions don’t help in my opinion. It just shows that the adult has no idea what to do with them. It teaches them nothing. In some cases they actually like those punishments and can act as a catalyst for more behaviour of the same nature.
    Ask @jordyjax as she works in a PRU so will have a clear view I think.
    Good luck 🙂


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