Inclusive Behaviour Management Page 1

Inclusive Behaviour Management in the Primary Mathematics Classroom

Signed: Shaniah Miller Date: 01/11/18

Abstract

This major essay is written to address the importance of implementing

effective behaviour management strategies for additional needs students in the

primary mathematics classroom. This paper focusses on three specific additional

needs - two visually-impaired students, one student with Autism (ASD) and one

highly intelligent student - in a scenario-classroom (Part B). Presenting two separate,

yet integrated parts (A and B), this essay advocates for behaviour management

models/strategies (in Part A), coupled with teaching strategies, pertaining to the

aforementioned students. It does this in order to promote a positive, enriching,

quality, fair and equitable learning experience across the board.

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Introduction

This major essay will be written to critique three models of behaviour

management for additional needs students in a primary mathematics classroom.

Focussing on three additional needs - visual impairment, Autism (ASD - Autism

Spectrum Disorder) and high intelligence - Part A of this essay will discuss the

particulars of these additional needs in order to inform and relate behaviour

management strategies to them. Advocating for themes such as fairness, choice,

equitable treatment, opportunity and motivation, this essay will interact with various

voices on the subject. In relation to practical application, which will be outlined in Part

B, the essay will pay heed to the Australian Disability Discrimination Act (DDA)

(1992) and Australian Professional Standards for Teaching (APST) (n.d.) in order to

present a well-rounded, legitimate approach to effectively teaching appropriate

behaviour to additional needs students.

Part A - Behaviour Management Models

In an interview with Rebecca Vukovic for Teacher Magazine (ACER)) (2018),

Dr David Armstrong had much to say regarding the effectiveness of various

behaviour management strategies in place in classrooms. First speaking generally,

he posed that “Some learning models are simply ineffective for students with

behavioural or mental difficulties.” Furthering his though, he outlined the traditional

‘Manage and Discipline’ model - i.e. the typical strategy in which teachers aim to

manage behaviour by way of exercising disciplinary strategies to facilitate a

better/more appropriate behaviour outcome from the students. However, this is not

always effective. Armstrong continues, “For kids where ‘it just doesn’t work’ - whose
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behaviour we decide is unmanageable - they are moved out of the classroom…” He

goes on to state the fact that a lot of the time, students with additional needs do not

last in a mainstream classroom, as they do not understand how to conform or

respond to this strategy of behaviour management. Therefore, the school arrives at a

conundrum: This model does not work for the demographic of additional needs

students. So, then, how might one pose a solution? Armstrong poses that, “By

adapting appropriate strategies and behaviour management models - tailored

especially to additional needs students, and further, to the individual student -

desirable behaviour may be attained by specialised means.” These means are

precisely what this essay sets out to discuss.

The first of the three additional needs to be addressed is ‘high intelligence’.

Bloom (2014) writes, “Bright children should be given the same individual attention

as students with special education needs… if you don’t stretch them, they’re going to

get bored, and that’s a recipe for misbehaviour…” (para. 1). Following this line of

thought, many sources reiterate the issue of high-intelligence students’ behaviours

become problematic in the classroom due primarily to boredom as a result of

insufficient intellectual stimulation/challenge (Sands, 2017, para. 10; Evely and

Ganim, 2011, para. 8; Winner, 1997, p. 1070). Consequently, the classroom teacher

has a pivotal role in discerning the route of behavioural issues in order to implement

effective strategies to assist in correction (Armstrong (via podcast), 2018; Sands,

2017, para. 4, 6).

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In addition to the above problem of boredom leading to behavioural

challenges, the classroom teacher must also be very aware not to label a student as

‘gifted’. Evely and Ganim (2011) relate the importance of this statement to

unfortunate repercussions such as unnecessary pressure, isolation and anxiety that

is placed on the students (para. 11). The other major problem with ‘gifted’ language

lies in the fact that if only a certain portion of students in a classroom are classified

as ‘gifted’ due to academic ability/intelligence, what message will that instil into the

minds of other students? Those with high musical, social or physical (sport)

intelligence (Gardner, 2008)? Education and Behviour (2016) reiterate this point

saying, “All children have exceptional strengths…” (para. 4). Each student should be

recognised for their varied intelligences and abilities, cultivating a safe learning

environment and fair and equitable treatment of each student in the classroom.

Much has been said with regard to medicating the problem - one example

being the inadequate suggestion to allow students to ‘skip’ grades at school,

matching with the academic ability of older students (Bloom, 2014, para. 8).

However, this results in mentally-able, but socially and emotionally unready students

(Bloom, 2014, para. 8; Winner, 1997, p. 1077). This essay serves to promote a

different approach to behaviour management of high-intelligence students,

cultivating positive outcomes overall. Agreed among academic sources, high

intelligence students need not necessarily change grades, curriculum simply should

be adapted to meet their higher ability (Evely and Ganim, 2011, para. 15; Winner,

1997). Indeed, Kulik (1992, as cited in Winner, 1997, p. 1076) says “… when

curriculum is appropriately strengthened, the effects are quite positive.” The

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behaviour management model that this paper suggests is an advanced project-

based/discovery learning model - a constructionism model of sorts.

Seymore Papert as cited in David L. (2016) writes of the effects of this

constructivist/project-based strategy. It “emphasizes discovery learning, where

students are encouraged to work with tangible objects in the real world and use what

they already know to gain more knowledge.” (para. 1). Lesson content and

understanding can be extended and deepened for high intelligence students.

Educators should encourage the student to research practical applications of learnt

concepts, and complete a related task (i.e. creating a budget when doing a unit on

percentages in mathematics, or doing a research project on a specific

country/city/etc. whilst learning about history/geography). They can also research

something that is of interest to them. These practices are key to keeping them

motivated, engaged, learning and conducive of the right behaviour. This will be

discussed further within other additional needs behaviour management strategies.

Depending on the intelligence level of the student, and their particular

interests, Winner (1997) proceeds to imply that “children in… school who need more

advanced courses in a specific subject matter could take… college courses.” (p.

1078). As a teacher, one must always be aware of their own abilities, and if they

simply cannot provide learning activities advanced enough for a specific student, this

may be a beneficial alternative (with the consent of parents, supervisors, etc.).

Lastly, critical reflection strategies can serve to deepen understanding of lesson

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content and otherwise learnt concepts for the high-intelligence student (example

reflection sheet - see Image 1, below).

(Above: Image 1).

The second additional-needs focus is Autism. ASD (Autism Spectrum

Disorder) manifests in differing degrees, actions and severity depending on the

person. Widely noted among specialists, in order to begin behaviour management in

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the classroom, it is vital for the teacher to first ascertain the root of the inappropriate

behaviours (Addabbo, 2011, para. 5; Armstrong (Vukovic), 2018), in order to both

understand the cause of outbursts, and also to strategise solutions to succeed in

managing the behaviour. ASD people experience the world in a different way

(Clements and Zarkowsa, 2000, p. 11) due to an inability to take in sensory input to a

normal degree (Education and Behaviour, 2016, para. 5). This leads to odd or

extreme behaviours (Addabbo, 2011, para. 2). Causes of inappropriate behaviour in

ASD students may be things such as loud sounds (Grandin, 2002, para. 9), or

frustration due to underdeveloped motor skills (Grandin, 2002, para. 7). A teacher

must always prepare lesson materials with a constant awareness of the sensitivities

of ASD students in their classroom.

ASD students’ behaviour can be managed using various strategies. It is

widely recognised that ASD students are ‘visual thinkers’ and resources embracing

this learning strength should be utilised to appeal and encourage learning in ASD

students (Grandin, 2002, para. 3; Addabbo, 2011, para. 9; Education and Behaviour,

2016, para. 33). Grandin (2002) also poses a strategy for teaching which deliberately

harnesses a unique trait of people with Autism: fixations/passions about specific

things. He suggests that these fixations should be embraced throughout teaching

sessions in order to motivate and engage ASD students in learning. To this, he

writes, “The best way to deal with fixations is to use them to motivate school work…

If the child likes trains, then use trains to teach reading and math… do math

problems with trains…” (para. 6).

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Whilst the above are effective ASD teaching and learning strategies, what can

be done for an ASD student who is disengaged with the lesson, uncooperative to

instructions, or who has been ‘set-off’ by something un-avoidable (i.e. alarm, etc.)?

This is where the power of providing choice becomes pertinent. Education and

Behaviour (2016) state that “All children, including those with autism, like to feel a

sense of control over their world. Many children benefit from having the choices

limited to two to four options (depending on the child)…” (para. 22). Calming

strategies can be found in abundance online. The chosen resource for this essay

(see Image 2, below) is a visual aid for ASD students, which also gives them a

choice in how they can respond to the occurrence in an behaviourally-appropriate

manner.

(Above: Image 2).

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The third additional needs demographic in this discussion are visually

impaired students. The University of Hertfordshire (UH, 2002) poses that “The

behaviour of visually impaired children is shaped by the limitations of their visual

input. (para. 11).” Misbehaviour in a visually impaired student may be sparked by

factors including how well they are able to interact with lesson material - especially

with regard to visually complex materials - and under-stimulation (para. 13). Lesson

activities, if not adjusted to their needs, are insufficient for their effective learning,

leading to negative behaviours. The Australian Disability Clearinghouse on

Education and Training (ADCET, n.d.) speaks of available learning resources

including Braille (para. 2), highlighting the fact that “Braille readers cannot skim read

and may take up to three times as long as other students to read a text.” (Para. 2).

Additionally, ADCET (n.d.) emphasises that students who require ‘alternative

formats’ of lesson materials have to wait much longer for them to be produced and

provided, again ‘falling behind’ in lessons. (para. 2). Apart from the detrimental

effects of insufficient materials leading to misbehaviour in the classroom, students

with visual impairment may also “feel isolated in the learning environment” (para. 2),

which may contribute to undesired behaviour.

The behaviour management strategy to reach visually impaired students,

comes via a focus on multiple intelligence. Gardner (2008) recognises “many

different and discrete facets of cognition, acknowledging that people have different

cognitive strengths and contrasting cognitive styles.” (p. 7). Accordingly, Gardner

relies on more than the IQ score of a person to determine someone’s intelligence,

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focussing on the way that they learn and appreciating and harnessing their natural

make-up and giftings. These multiple intelligences should be recognised and utilised

in primary classrooms, adapting education to the particular learning styles and

abilities of students. With that being said, how might one embrace multiple

intelligences to 1) improve lesson material for a visually impaired student, and 2)

prevent and manage negative behaviours of visually impaired students? The author

advocates for recognition of the musical multiple intelligence. Gardner writes,

“Evidence from various cultures supports the notion that music is a universal faculty.”

(p. 10), therefore, why not employ music, a universally understood medium, in the

effective teaching of visually impaired students?

In the Action Research Project, submitted for RES502, Miller (2018)

highlighted an interview with Dr Daniel Thornton on the subject of musically-

integrated education. On the subject, Thornton said, “It has… didactic capacities.

When we attach words to music, it is a mnemonic device, so we remember things

better.” (p. 9). As evidenced in examples such as the ‘ABC’ song, or music tracks

applied to times tables, and even in the example of ‘The Bone Dance’ from the

Hannah Montana television series (see

https://www.youtube.com/watch?v=3Waxf9KZWpM), music can be successfully

utilised to teach content to its audience via a means that is not limited to visual

materials. An underestimated means, yet thoroughly effective, musical content is one

mode to teaching visually impaired students successfully with limited resources. One

can access a plethora of (musical) lesson-resources on the internet and YouTube

that 1) is relevant and appeals to young student populations, and that 2) can be used

to teach the class as a whole, whilst directly serving to educate visually impaired
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students specifically. The musical intelligence, and musical content, is beneficial to

incorporate in the education of visually impaired students, as they have the potential

to respond in a different way than other students might. In the least, it gives them

audible cues where they may lack in visual cues, and it provides a stimulating setting

in which their needs are being met and negative behaviour is reduced. As music has

the ability to alter emotion and moods (Science Daily, 2011, para. 1), it may

effectively be utilised to manage behaviour in a classroom.

Throughout all of these behaviour management strategies, the key to success

is finding what motivates the students. Malone (n.d.) conducted a study on intrinsic

motivation and found three components to be pertinent to the goal: challenge,

fantasy and curiosity (para. 3, 4, 5). Teachers, in behaviour management efforts,

should appeal to the interests of students in order to motivate and guide them to

better behaviour. There is limitless student ability in primary classrooms, and Bloom

(2014) writes that “Teachers could be squandering the talent of the most creative

and pioneering minds of a generation by not giving them personalised care…” (para.

2). An example of the truth of this statement lies within the story of young William

Mailis (see https://www.youtube.com/watch?v=tgzwmOXrfaU&app=desktop): Of

primary-grade age, Mailis excelled in school work at a young age and is one of the

youngest students to ever attend university. With his particular

passion/interest/fixation being advanced scientific understanding, specifically astro-

physiology (as referenced in the above-referenced video). Showcasing his

knowledge on internationally broadcasted programs, Mailis has been able to

disprove widely-held theories (i.e. Stephen Hawking’s theory of no God due to the

presence of gravity in the universe (see video)), and advocate for the realisation of
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an active Creator God. This is simply one example of the potential that students

have (not necessarily at Mailis’ age). Indeed, it reveals a challenge to be embraced

by all teachers.

Part B - Hypothetical application

This section of the essay demonstrates how the aforementioned behaviour

management strategies practically apply in a hypothetical primary mathematics

classroom. Using four metaphorical student profiles in a metaphorical mathematics

classroom of 25 students, the table (below) lists each of the four student’s negative

behaviour ‘triggers’, their motivations and fixations (which can be utilised for better

learning), and the behaviour management strategies pertaining to each additional

need.

The BOSTES (n.d.) Australian Professional Standards for Teachers outlines

what is expected of an educator in relation to additional needs students. Specifically,

standards: 1.1.2, 1.5.2, 1.6.1, 1.6.2, 1.6.3, 4.3.1 and 4.3.2 are relevant to the

discussion. Whilst not going into detail for all of them, 4.3.1 and 4.3.2 are especially

pertinent to the discussion. They state that a teacher will, “(4.3.1) demonstrate

knowledge of practical approaches to manage challenging behaviour” and will

“(4.3.2) manage challenging behaviour by establishing and negotiating clear

expectations with students, and address discipline issues promptly, fairly and

respectfully.” (p. 14). This hypothetical classroom, with (the author) as the teacher,

would strive to maintain those items of fairness and respect in all behaviour
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management endeavours, contributing to a positive and beneficial learning

environment.

This hypothetical (by indeed, my (the author’s) future) classroom advocates

for fair and equitable treatment of each student, contributing to a positive learning

experience and a safe learning environment overall. Accordingly, the Australian

Human Rights Commission (n.d.) promotes anti-discrimination policies towards

disability persons, writing, “Disability discrimination occurs when a person is treated

less favourably, or not given the same opportunities, as others in a similar situation

because of their disability.” (p. 1). Additionally, the Disability Discrimination Act

(1992) reinforces the stance from a legal point of view, stating “It is unlawful for an

education provider to discriminate against a person on the ground of the person’s

disability… by developing curricula or training courses heaving… content that will

either exclude the person from participation, or subject the person to any other

detriment.” (p. 21). In this way, students in this classroom are safeguarded from

exclusion, isolation or any other negative experience because this classroom values

each individual student as a perfect creation of God. God does not differentiate

levels of love or provision between His children, He loves all equally. Therefore, this

classroom reflects that standpoint, and caters educational sessions to the needs of

each student present. It instils validation, awareness of importance and individuality

and unconditional (professional) love and support into the identity of the learner.

Primary Maths Class:

Independent Private Christian School. Stage 2, Grade 3.


Student and Negative ‘triggers’/
additional need
‘-isms’
‘Ariel’ - high Boredom with lack of
intelligence depth in lesson material,
leading to distracting and
disrespectful behaviours
towards fellow students
Martin - ASD - Loud sounds,
- cutting out (scissor use
when gluing activities into
workbook),
- heavy bass-level in
some music nauseates
him
Bradley - partial Without special glasses,
visual impairment he gets easily distracted
frustrated with work as it
takes him more time to
read material for
understanding
Jessica - total Becomes easily
visual impairment frustrated when using
Braille (for writing-related
task instructions) as it
requires a longer time to
finish activities compared
with other students
(isolation)
Conclusion
This essay has consisted of two parts. Part A addressed specific behavioural
management strategies pertaining to three different additional needs - visual
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Fixations/ Behaviour management
Motivations strategies
Astronomy and - Reflection activity for
animal biology deeper understanding
- Specialised projects to
foster further learning in
the practical application of
current unit material, and
beyond (other topics).
Trains, planets - Calming Strategies action
(Milky Way solar sheet replaces negative
system) reactions and allows
Martin to choose how to
respond appropriately
when exposed to
unexpected triggers.
Fishing - Fishing examples used
throughout lesson content
Serene and one-on-one
music/recordings explanations
(especially
waterfalls/running - Serene water
streams, etc.) music/recordings, played
assists his focus through personal
and calms him headphones assists in
calming
‘Pop’ (modern) - Musical content in
music assists her lessons, content being
focus and calms learnt in the same time as
her others
- Let her play kid-safe pop
music playlist when
completing work
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impairment, Autism (ASD) and high intelligence. Part B demonstrated the practical

applications of these strategies in a primary mathematics classroom, in order to

promote positive behaviour overall. It also included reference to the Australian

standards of teaching children with additional needs and also the Disability

Discrimination Act’s (1992) legal standpoints on the topic, as well as Christian views

of an inclusive classroom. Finally, as expressed by Armstrong (2018), “Teachers

need to avoid thinking about how to manage children. Children are not tins of beans

on a shelf… They are a human being. By thinking about managing that child, we are

dehumanising them instantly.” (Armstrong (Vukovic), 2018). Armstrong says this

statement to contest the way that teachers think about catering for additional needs

students: challenging them to 1) uphold each student with the highest regard and 2)

invest positively into their future to the best of their abilities - that is what inclusive

education is all about!

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Reference List

Addabbo, Laura. Contributions from Bulhak-Paterson, Danuta. Compiled by

Autism Victoria. (2004/2011). Information Sheet: Behaviour

management strategies for individuals with autism spectrum disorders.

Retrieved from

http://www.amaze.org.au/uploads/2011/08/Fact-Sheet-Behaviour-

Management-Strategies-Aug-2011.pdf

Australian Disability Clearinghouse on Education and Training (ADCET).

(n.d.). Vision Impairment and Blindness. Retrieved from

https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/blind-

vision-impaired/

Australian Human Rights Commission. (N.d.). Disability Discrimination.

Retrieved from

https://www.humanrights.gov.au/sites/default/files/GPGB_disability_dis

crimination.pdf

Australian Human Rights Commission. (1992). Disability Discrimination Act.

Retrieved from

https://www.legislation.gov.au/Details/C2005C00526/489be087-9b52-

44f1-a3c5-3b9700f5af06

BOSTES. (n.d.). Australian Professional Standards for Teachers. Sydney:

BOSTES.
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Bloom, Adi. (2014). Gifted and Talented - High intelligence is a special need -

so treat it that way: Stretch students with advanced work, academics

tell schools. Retrieved from

https://www.tes.com/news/gifted-and-talented-high-intelligence-special-

need-so-treat-it-way

Clements, John and Zarkowsa, Ewa. (2000). Behavioural Concerns & Autistic

Spectrum Disorders: Explanations and strategies for change. London:

Jessica Kingsley Publishers.

Education and Behaviour. (2016). 15 Behavior Strategies for Children on the

Autism Spectrum. Retrieved from

http://www.educationandbehavior.com/behavior-strategies-for-children-

with-autism/

Evely, Murray and Ganim, Zoe. (2011). Working with children who are gifted

and talented (ebooklet). Psych4Schools via the Australian Publishers

Association. Retrieved from

https://www.psych4schools.com.au/free-resources/gifted-and-talented/

Gardner, Howard. (2008). Multiple Intelligences: New horizons in theory and

practice. New York: Basic Books.

Grandin, Temple. (2002). Teaching Tips for Children and Adults with Autism.

Retrieved from

https://www.iidc.indiana.edu/pages/Teaching-Tips-for-Children-and-

Adults-with-Autism
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L, David. (Collating Seymore Papert research studies). (2016). "Educational

Robotics and Constructionism (Papert)," in Learning Theories.

Retrieved from

https://www.learning-theories.com/educational-robotics-and-

constructionism.html

Malone, Thomas W. (N.d.). Intrinsically Motivating Instruction. (Follow on from

Retrieved from https://www.learning-theories.com/intrinsically-

motivating-instruction-malone.html

Miller, Shaniah. (2018). How to Integrate Music into my Maths Classroom.

(Unpublished Paper, submitted to Alphacrucis College).

Sands, Bill. (2017). How to Deal with Rebellious (But Smart!) Students in Your

Classroom. Retrieved from

https://study.com/blog/how-to-deal-with-rebellious-but-smart-students-

in-your-classroom.html

ScienceDaily. (2011). Music Changes Perception, Research Shows.

Retrieved from

https://www.sciencedaily.com/releases/2011/04/110427101606.htm

University of Hertfordshire. (2002). Visual Impairment: Its effect on cognitive

development and behaviour. Retrieved from

http://www.intellectualdisability.info/physical-health/articles/visual-

impairment-its-effect-on-cognitive-development-and-behaviour

Vukovic, Rebecca. (Presenter for Teacher Magazine (ACER)). (2018).

Behaviour Management Episode 4: Behaviour approaches for children

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with disabilities (Interview with Dr David Armstrong. [Audio podcast].

Retrieved from https://soundcloud.com/teacher-acer/behaviour-

management-episode-4-behaviour-approaches-for-children-with-

disabilities

Winner, Ellen. (1997). Exceptionally High Intelligence and Schooling.

American Psychologist, 52(10). 1070-1081.

Additional Resources:

Reflection Activity (High Intelligence Students). Retrieved from

https://goalbookapp.com/toolkit/strategy/modeling-behaviors

Calming Strategies (Autism Students). Retrieved from

https://goalbookapp.com/toolkit/strategy/calming-strategies

Intelligent Child Disproves Stephen Hawking. Retrieved from

https://m.youtube.com/watch?v=tgzwmOXrfaU

Hannah Montana, ‘The Bone Dance.’ Retrieved from

https://www.youtube.com/watch?v=3Waxf9KZWpM