Personal Safety | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, involving a student’s own personal safety and/or the safety of others.

Teaching Strategies

Instructional

• Develop a baseline of the current behaviour using an Antecedent, Behaviour and Consequence (ABC) chart.

• Develop and implement alternative programming in collaboration with other professionals, teachers and parents/guardians.

• Reward positive behaviours and improvements.

• Directly teach and practise alternate behaviours.

• Develop a consistent method of handling inappropriate behaviours.

More...

Environmental

• Provide constant supervision.
• Use preferential seating.
• Use specialized equipment, as prescribed to the student.
• Keep potentially dangerous items in a secure location (scissors, etc.).
• Plug electrical outlets .
• Post visuals of steps for appropriate behaviour.
• Post “stop” signs on areas that are not to be accessed by the student.

Assessment

• Provide extra time.
• Chunk assessments into small parts, alternating with breaks and/or preferred activities.
• Use resource materials/visual cues during testing.
• Use various forms of assessment, focusing on the demonstration of skills.
• Conduct assessments at various times of the day, if possible.

See strategies and resources in Behaviour Exceptionality section and Safety Plan section.

Characteristics notebook pencil

Personal safety needs may result from physical issues and/or behaviours of the student, and may be directed at others or to the student him/herself, which is referred to as self-injurious behaviour or self-harm. Possible personal safety issues include: balance/falling, choking/eating non-food items, running into danger, hitting, throwing objects, head banging, biting, hair pulling and self-cutting.

Resources

Managing Difficult Behaviour

See Chapter 5.

Supporting Minds, Ontario Ministry of Education

Supporting Students Who Cut Themselves

What Teachers Can Do When Students Self Harm