This module aims to provide you with further understanding of the key theories, research, policy and legislation and the impact that these have on the approaches, provision and curriculum for those with learning disabilities whose behaviour challenges in the learning environment.

It will raise the awareness of your of the Application of New Professional Standards for Teachers, Tutors and Trainers in the Lifelong Learning sector for Teaching Disabled Learners (2010).

You will analyse, interpret and reflect on theories and practice on specialist research into these behaviours. You will analyse guidance on the promotion of the rights and well-being of these learners. You will understand and reflect on the provision for disabled learners and the factors that influence their curriculum to meet the challenges of these behaviours. You will evaluate how these impact on your own practice.

You will analyse social and cultural attitudes and beliefs related to behaviour and how these influence learning opportunities. You will reflect on the challenges involved in the implementation of a whole organisational approach to challenging behaviour, analysing the impact of your own beliefs, assumptions and attitudes on professional practice.

You will evaluate how generic and individual risk assessments inform the curriculum.

Blackboard, Moodle.

McDonnell, A A, Managing Aggressive Behaviour in Care Settings: Understanding and Applying Low Arousal Approaches, Wiley-Blackwell, 2010, ISBN-10 0470512318

Woodcock, L Managing Family Meltdown: The Low Arousal Approach and Autism, Jessica Kingsley Publishers, ISBN -10 1849050090

Elven B H No Fighting, No Bighting, No Screaming: How to Make Behaving Positively Possible for People With Autism and Other Developmental Disabilities, Jessica Kingsley Publishers, ISBN - 10 1849051267

Lifelong Learning UK Teaching disabled learners: May 2010, Application of the new professional standards for teachers, tutors and trainers in the lifelong learning sector,

During this module you will participate in a range of teaching and learning strategies, for example:
Discussions, individual and group tasks, tutor presentations, observation of experienced practitioners;
workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

A written assignment length 1500 words weighted at 75% which assesses LOs 1, 3 and 4.
Lesson Observation, evaluation (500 words) weighted at 25% which asseses LOs 1, 2, 3 and 4.
Appended evidence as appropriate weighted at 0%

All assessment tasks must be passed.