Role of supporting positive learning environments

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Reference no: EM133108822 , Length: word count:1000

SPL404 Supporting Positive Learning Environments

Critical Reflection (Case Study Scenario - Interoception and Positive Behaviour Support)

Learning Outcome 1: Critically reflect on interoception, communication and the environment in the role of supporting positive learning environments in self-regulation and its relationship to learning

Learning Outcome 2: Critically analyse own and community biases, prejudices and assumptions associated with behavioural supports in educational and care settings

Learning Outcome 3: Apply supportive positive learning environmental strategies, including interoception and communication, with an individual to support self-regulation skill development and increase engagement in learning

Context:

This assessment is prescribed to demonstrate reflective practise and analysis of the role of interoception in self-regulation, and how to support individuals to develop their interoception.

The assessment prepares you to move your perspectives away from the ‘deficit model' of behaviour toolbox, instead challenging and supporting students to deepen their knowledge to apply a range of interoception strategies to support individuals on the Autism Spectrum and/or individuals with trauma.

The assessment is about your own and others' perspectives of sympathetic nervous system overload and requires deep reflection on the important voice of lived experience and seeing the individual as a person with interoceptive support needs rather than with challenging behaviour.

Instructions:

This assessment requires you to reflect using a person first perspective to gain a deeper understanding of the lived experience for individuals with autism and/or trauma and their teachers/carers.

To prepare for completing this assessment you are required to critically reflect by drawing upon your own current understandings about interoception, self-regulation and self- management difficulties for people with atypical interoception and challenging behaviours. Further, you are required to reflect on your own and others' views about behaviour support.

Structure your reflection as follows:

Question 1: Describe a challenging behaviour that a person with lived experience of trauma and/or autism has exhibited and give an explanation of why this behaviour may have occurred in the context of difficulties self-regulating.

Question 2: Citing the relevant literature and based on your work in this subject, identify contemporary strategies for an individual with trauma and/or autism to develop their self-regulation skills via interoception and how these could be applied in the scenario you described. Consider how your own beliefs may have been extended, reinforced, or challenged as a result of this subject.

Attachment:- Supporting Positive Learning Environments.rar

Reference no: EM133108822

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