We implement Individualised techniques to meet your child's goals. Background:
I have graduated with both a BA (honours) in Early Years and Childhood studies in University College Cork. Honours degree in Primary School Teaching with TES Institute London. I am a Special needs teacher with Cope Foundation, where I work with children (4-18 years) with moderate, severe and profound disabilities. I have also volunteered in Kolkata with the HOPE foundation where I worked with children in a wide range of environments and challenging circumstances. Service:
Positive Beings provides parents/guardians with individualised techniques and strategies to promote and encourage positive behaviour and to meet children's Individual Learning Goals. Positive Beings also provides Teachers and SNAs with sensory resouces and lesson plans to create an engaging and stimulating curriculum for students with moderate, severe and profound learning disabilities. Aim:
To provide parents/ guardians with strategies for preventing challenging behaviour and promoting positive behaviour and achieving IEP Goals. Challenging behaviour refers to “culturally abnormal behaviour of such an intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit use of, or result in the person being denied access to, ordinary community facilities” (Emerson, 1995). Our Role in Challenging Behaviour
• Recognise and understand the causes of challenging behaviour
• Conduct a comprehensive behaviour assessment
• Design a multi-component positive behaviours support plan
• Implement, review and evaluate support plans. Our Role in Achieving Individual Education Goals.
• Conduct a comprehensive observation focused on students abilities
• Create stimulating and engaging resources to aid students in achieving their goals
• Implement, review and evaluate IEP Goals
Assessment
– Structured and systematic information is gathered about the person, their cognitive and communication abilities, their health status, life experiences and personal preferences. In instances where there are behaviours which challenge. This assessment is founded on the premise that all behaviour serves a purpose: therefore we closely examine the antecedents (what is going on before the behaviour occurs) as well as what happens after the behaviour occurs (the consequences) to explore why the person engages in this behaviour. Observation
Behaviours that Challenge
– Based on the information gathered during the assessment phase we offer a perspective on why these behaviours are occurring, and develop an intervention strategy that aims to reduce the occurrence of the behaviour. Skills and Indivdual Learning Goals
-- Based on the information gathered we create stimulating and engaging lessons, resources and techniques to promote and develop students skills. Intervention
A Positive Behaviour Support Plan is devised which is likely to include:
- Proactive intervention strategies which aim to help the person to develop new skills and access new opportunities, thereby eliminating the need to engage in behaviours that challenge.
--Enable students to meet their IEP Goals
Additional information:
*Garda clearance
*Children First training
*First Aid, St Johns Ambulance
*Manual handling
