Strategies |
Tim could benefit from all the strategies that are listed under Inclusive education for all students.
In response to the case study:
To support students with Attachment Disorder students must feel safe and secure. They often do not cope well with uncertainty, which can is expressed in these students as anxiety. Tolerating the uncertainty of not knowing becomes an unbearable threat.
Learning profile:
In order to help Tim (and other students like him) to learn, they require:
safe behaviours, safe teachers and safe spaces.
Similarly, just as Tim would benefit from a wide variety of differentiation strategies used regularly in classrooms, many students would benefit from the strategies that have been listed.
Please note that a lot of these strategies focus on what Tim cannot do (negative outlook). However, there are a lot of things that Tim can do (positive outlook). For example, Tim likes manipulative and puzzles. He is good when working on the computers and behaves very well when using the computers. Tim was also very excited to start school at the beginning of this year.
In response to the case study:
To support students with Attachment Disorder students must feel safe and secure. They often do not cope well with uncertainty, which can is expressed in these students as anxiety. Tolerating the uncertainty of not knowing becomes an unbearable threat.
Learning profile:
- Approach to school: intense anxiety
- Response to the teacher: great difficulty in trusting and submitting to the authority of the teacher. May not be able to accept being taught.
- Response to the task: task may evoke feelings of incompetence which triggers overwhelming feelings of humiliation. Results in the student rejecting the task.
- Skills and difficulty: May seem uncreative, unimaginative. Struggles with conceptual thinking. At an immature stage of learning.
In order to help Tim (and other students like him) to learn, they require:
safe behaviours, safe teachers and safe spaces.
Similarly, just as Tim would benefit from a wide variety of differentiation strategies used regularly in classrooms, many students would benefit from the strategies that have been listed.
Please note that a lot of these strategies focus on what Tim cannot do (negative outlook). However, there are a lot of things that Tim can do (positive outlook). For example, Tim likes manipulative and puzzles. He is good when working on the computers and behaves very well when using the computers. Tim was also very excited to start school at the beginning of this year.
(Bomber, 2006; Geddes, 2006a, 2006b; King & Newham, 2008)