Introduction
In the field of education, particularly within the context of Special Educational Needs and Disabilities (SEND), supporting children and young people to identify their learning goals is a fundamental aspect of promoting positive behaviour. This essay, written from the perspective of a student studying positive behaviour in the SEND context, explores how educators can facilitate this process. It begins by outlining strategies for helping children and young people discern what they want to learn and achieve, followed by a practical example of implementation in a classroom setting. The discussion then addresses the importance of such support and its broader impacts on the well-being and development of these individuals. Drawing on established educational frameworks and research, this essay argues that empowering children with SEND to set their own goals fosters intrinsic motivation, reduces behavioural challenges, and enhances overall educational outcomes. Key concepts from the SEND Code of Practice (Department for Education and Department of Health, 2015) and positive behaviour support models will underpin the analysis, highlighting the relevance to inclusive education practices.
Supporting Children and Young People in Identifying Learning Goals
Supporting children and young people with SEND to work out what they want to learn and achieve involves a person-centred approach that prioritises their voices and preferences. This is particularly crucial in the context of positive behaviour, where traditional disciplinary methods often fail to address underlying needs, leading to disengagement or disruptive actions (Gore et al., 2013). Instead, educators can employ strategies rooted in positive behaviour support (PBS), which emphasises proactive, individualised interventions to build skills and self-determination.
One effective method is the use of structured conversations or ‘person-centred planning’ sessions. These involve collaborative discussions where the child or young person is encouraged to express their interests, strengths, and aspirations. For instance, tools like visual aids, such as picture exchange systems or mind maps, can be particularly beneficial for those with communication difficulties, allowing non-verbal expression of goals (Webster-Stratton and Reid, 2010). Furthermore, incorporating self-assessment tools enables learners to reflect on their progress and adjust objectives accordingly. This aligns with the principles of the SEND Code of Practice, which mandates that children and young people’s views should be central to decision-making processes (Department for Education and Department of Health, 2015).
Another approach is integrating goal-setting into daily routines through differentiated activities that cater to diverse needs. Teachers might use motivational interviewing techniques, asking open-ended questions like “What excites you about learning?” or “What would make school more enjoyable?” to uncover intrinsic motivations. Research indicates that such methods enhance self-efficacy, particularly among students with SEND, by linking personal interests to academic targets (Sugai and Horner, 2009). However, it is important to acknowledge limitations; for example, some children with profound disabilities may require augmented communication devices, and educators must be trained to interpret these accurately to avoid misrepresentation of the child’s intent.
Critically, this support must be embedded within a broader positive behaviour framework. PBS models advocate for environmental adjustments and skill-building to prevent behavioural issues, arguing that when children feel ownership over their learning, incidents of challenging behaviour decrease (Carr et al., 2002). Indeed, by fostering autonomy, educators can shift from reactive punishments to proactive empowerment, though this requires consistent application and may not yield immediate results in all cases.
Practical Example in a Classroom Setting
To illustrate these strategies, consider a practical example in a mixed-ability secondary school classroom where I, as a teacher studying positive behaviour in SEND, am supporting a group of 12-14-year-old students, including those with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). The class is working on a science unit about environmental conservation, a topic that can be adapted to individual interests to promote positive engagement.
At the start of the term, I would initiate a ‘goal-setting workshop’ during a dedicated 45-minute session. Using a circle-time format to ensure inclusivity, I begin by modelling the process: I share my own learning goal, such as improving my understanding of sustainable practices, to normalise the activity. Then, each student is invited to contribute, with adaptations for SEND needs. For a student with ASD who struggles with verbal communication, I provide a tablet with a visual app allowing them to select icons representing interests, like ‘animals’ or ‘recycling’. This draws on augmentative and alternative communication (AAC) techniques, which have been shown to empower non-verbal learners (Mirenda, 2003).
Once interests are identified, we collaboratively translate them into achievable targets. For example, a young person fascinated by wildlife might set a goal to “research and present three ways to protect endangered species,” linking this to broader curriculum objectives. I facilitate this by breaking it down into steps: week one for research, week two for drafting, and week three for presentation practice. To support positive behaviour, I incorporate rewards tied to effort, such as choice time for preferred activities, aligning with PBS reinforcement strategies (Sugai and Horner, 2009).
Throughout the unit, I monitor progress through weekly check-ins, adjusting goals as needed—for instance, if a student with ADHD finds sustained focus challenging, we might shorten tasks or incorporate movement breaks. This practical application not only helps students articulate what they want to learn but also models problem-solving, reducing frustration-related behaviours. In one observed instance from similar settings, such personalised goal-setting led to a 20% reduction in disruptive incidents, as reported in school-based studies (Gore et al., 2013). However, challenges may arise, such as group dynamics where dominant voices overshadow quieter students, requiring careful facilitation to maintain equity.
The Importance of This Support
The importance of supporting children and young people with SEND to identify their learning goals cannot be overstated, especially in promoting positive behaviour. Primarily, it aligns with legal and ethical imperatives outlined in the Children and Families Act 2014, which emphasises pupil participation in educational planning (UK Government, 2014). By involving learners in goal-setting, educators uphold the right to self-determination, fostering a sense of agency that is often diminished in traditional, top-down educational models.
Moreover, this approach is vital for addressing behavioural challenges associated with SEND. Research from the National Institute for Health and Care Excellence (NICE) highlights that unmet needs, such as lack of autonomy, can exacerbate behaviours like aggression or withdrawal (NICE, 2015). Positive behaviour support, by contrast, views behaviour as communicative, and goal-setting provides a constructive outlet for expression. For example, when children articulate their aspirations, it reduces feelings of powerlessness, which Carr et al. (2002) link to decreased reliance on maladaptive behaviours.
From a broader educational perspective, this support enhances motivation and engagement. Self-determination theory posits that autonomy, competence, and relatedness are key to intrinsic motivation (Deci and Ryan, 2000). In SEND contexts, where learners may face repeated failures, personalised goals rebuild confidence, leading to sustained effort. However, critics argue that overemphasis on individual goals might neglect collective classroom harmony, necessitating a balanced integration with group activities (Webster-Stratton and Reid, 2010). Nonetheless, the overall importance lies in its potential to transform educational experiences from compliance-based to empowering, thereby improving long-term outcomes like employability and mental health.
Impacts on Children and Young People
The impacts of such support on children and young people with SEND are multifaceted, influencing their behavioural, emotional, and academic development. Positively, it cultivates self-awareness and resilience, enabling learners to navigate challenges more effectively. For instance, by working out personal goals, students develop metacognitive skills, such as planning and self-evaluation, which correlate with improved behaviour management (Sugai and Horner, 2009). This is particularly impactful for those with SEND, where traditional curricula may not accommodate diverse needs, leading to disengagement; personalised approaches, however, boost attendance and participation rates, as evidenced in UK government reports (Department for Education, 2020).
On an emotional level, this empowerment reduces anxiety and enhances well-being. Studies show that when young people feel heard, incidences of mental health issues, such as depression linked to educational frustration, decline (Gore et al., 2013). In the positive behaviour context, this translates to fewer exclusions and a more inclusive school environment. Furthermore, long-term impacts include better transition to adulthood; self-determined individuals are more likely to pursue vocational paths aligned with their interests, improving life satisfaction (Deci and Ryan, 2000).
However, potential negative impacts must be considered. If goals are unattainable due to inadequate support, it could lead to disappointment and behavioural setbacks. Additionally, in resource-limited settings, not all children receive equitable opportunities, perpetuating inequalities (NICE, 2015). Overall, though, the positive effects—enhanced motivation, reduced behavioural issues, and greater autonomy—far outweigh these, provided implementation is thoughtful and adaptive.
Conclusion
In summary, supporting children and young people with SEND to identify what they want to learn and achieve is a cornerstone of positive behaviour strategies, involving person-centred methods and practical classroom applications like goal-setting workshops. This essay has demonstrated its importance in fulfilling legal rights and enhancing motivation, while highlighting impacts such as improved self-efficacy and emotional well-being. Ultimately, these approaches not only mitigate behavioural challenges but also promote inclusive, empowering education. As a student in this field, I recognise the need for ongoing professional development to refine these practices, ensuring they adapt to evolving SEND needs. The implications extend beyond the classroom, contributing to a society that values diverse abilities and fosters lifelong learning.
References
- Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J.L., Albin, R.W., Koegel, L.K. and Fox, L. (2002) Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), pp.4-16.
- Deci, E.L. and Ryan, R.M. (2000) The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), pp.227-268.
- Department for Education (2020) Special educational needs in England: January 2020. UK Government.
- Department for Education and Department of Health (2015) Special educational needs and disability code of practice: 0 to 25 years. UK Government.
- Gore, N.J., McGill, P., Toogood, S., Allen, D., Hughes, J.C., Baker, P., Hastings, R.P., Noone, S.J. and Denne, L.D. (2013) Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3(2), pp.14-23.
- Mirenda, P. (2003) Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools, 34(3), pp.203-216.
- National Institute for Health and Care Excellence (NICE) (2015) Challenging behaviour and learning disabilities: Prevention and interventions for people with learning disabilities whose behaviour challenges. NICE.
- Sugai, G. and Horner, R.H. (2009) Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), pp.223-237.
- UK Government (2014) Children and Families Act 2014. UK Legislation.
- Webster-Stratton, C. and Reid, M.J. (2010) Adapting the Incredible Years child dinosaur social, emotional, and problem-solving intervention to address comorbid diagnoses. Journal of Children’s Services, 5(3), pp.17-30.
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