Focus area 6.2 Engage in professional learning and improve practice.
- Engagement with professional learning to update knowledge targeted to the needs of students and the school sector.
Focus area 6.4 Apply professional learning and improve student learning.
- Demonstrate professional learning that aligns with student learning needs.
I was teaching a combined grade 1 and 2 class at a special school, in North Brisbane. The school is a purpose-built special school from prep to grade 12 and offers highly individualised programs to enable students with verified intellectual disabilities to access and participate in education (Queensland Government, Department of Education, 2022). The students that attend the school have been diagnosed with a cognitive disability and have multiple impairments that results in the student requiring a highly individualised program. Students can often display physical aggression and sensory seeking behaviours. To maintain a safe classroom environment and ensure students physical and emotional welfare teachers must be trained to deescalate aggressive behaviours both verbally and nonverbally with the goal of reducing the need for physical interventions or being able to resolve conflicts safely for all involved. Standard 6 requires teachers to engage in professional learning to update their knowledge and practice that is targeted to the professional needs of this school sector (6.2) and addresses identified student learning needs (6.4).
Within my teaching role I had to assist my colleagues to de-escalate aggressive behaviours. This support entailed me moving other students to a safe area and help walking students away to a designated sensory room. Team Teach is an accredited conflict management trainer that provide support and training in the areas of behaviour support, biomechanics, and safe manual handling practices. They provide practical solutions to the school setting which lowers the risk and minimises the use of physical restrictive practices. The Queensland Government (2022) have strict procedures when restrictive practices are permitted to be used in schools as it restricts the rights or freedom of movement of a student and can include seclusion, containment, and physical restraint. I participated in the Team Teach level 2 (Artefact 6.1) course which equipped me with skills to deescalate distressed behaviours, risk prevention, verbal, and nonverbal communication for supporting students, non-restrictive and restrictive strategies, and personal safety. Additionally, I was made aware of the legal framework that encompasses the use of any physical restraint (6.2).
As a result of the training, I feel confident that my actions would help deescalate student behaviour and if required use restrictive strategies and/or physical restraints to keep myself, my colleagues, the student, and others safe. I believe that I could practice these techniques in accordance with the outlined restrictive policies and procedures outlined by the Queensland Government (2022). This demonstrates my understanding of continued professional learning and the implications for improved student learning. This professional development opportunity addresses the professional needs of the school (6.2) and the learning needs of students (6.4).
Queensland Government (Department of Education). (2021). Inclusive education policy statement. Retrieved from https://education.qld.gov.au/student/inclusive-education/Documents/policy-statement-booklet.pdf
Queensland government (Department of Education). (2022). Restrictive practices procedure. Retrieved from https://ppr.qed.qld.gov.au/pp/restrictive-practices-procedure
Queensland Government (Department of Education). (2022). Special school eligibility (“person with a disability” criteria) policy. ttps://ppr.qed.qld.gov.au/attachment/state-special-school-enrolment-additional-requirements-procedure.pdf
