قلق الطفولة
Possible Educational Adjustments
Educational adjustments are designed
to meet individual student needs on a case-by-case basis. Possible adjustments
include:
Adolescence
Preferential seating
-
Pre-arranged breaks
-
Exit plan -
permitting students to leave the classroom if anxiety becomes unmanageable
(with a pre-arranged safe place in the school, where they will be
supervised by an adult) -
Work with the
parents/carers and the clinical care provider to understand how
the disorder manifests for this student. -
Clear behaviour
management plans -
Providing explicit
guidelines for assignments -
Identifying any
changes to routine well in advance -
Exemption or
alternative arrangements (refer to QSA Policy on Special Consideration) -
Recognising small
achievements using positive reinforcement, communication strategies and
feedback -
Extended time for
tests and exams -
Use of memory aids
during exams
-
Alternative
evaluation/assessment procedures (e.g. substitute assessment- many
students experience anxiety with oral presentations; provision of
alternative formats to demonstrate knowledge e.g. narrative tape instead
of written journal, oral presentation to the teacher and a few close
friends rather than the whole class) -
Reduced subject load
-
Negotiated attendance
-
Programs with
strategies tailored to manage anxiety e.g. RAP - Resourceful Adolescent
Program -
Access to external
agency support (Child and Youth Mental Health Services) -
Regular access to a
guidance officer or school based youth health nurse.
Early and Middle Childhood
-
Identifying high risk
activities and times, and developing strategies accordingly e.g. handover
or transition at the beginning of the day -
Work with the
parents/carers and the clinical care provider to understand how
the disorder manifests for this student. -
Develop strategies to
reinforce attendance at school, e.g. providing preferred activities on
arrival and a reward schedule -
Desensitising
strategies to focus on anxiety related behaviours e.g. remaining in class -
Modifying curriculum
where necessary by shortening task lengths, alternatives to oral
presentations or other assessments which may cause anxiety -
Recognising small
achievements (initially may require recognising very small achievements,
such as writing the date or a name at the top of the page, saying hello to
someone on arrival at school, or even the fact that the student arrived at
school in the first place.) -
Scaffolding, setting
limits of work, particularly around any subjects or topics that cause
extreme anxiety -
Conducting a
Functional Behavioural Assessment (FBA) to identify triggers/antecedents,
as well as maintaining consequences to anxiety and developing strategies
to manage resulting behaviour (safe corner in room to go to, chill out
space) -
Exit plan (chill-out
card) -
Providing structured
time-out -
Assigning buddies to
support unstructured time such as lunch breaks -
Structured classroom
routine with preferred activities on arrival -
Reward schedules
-
Explicit teaching of
stress management skills such as relaxation and problem solving skills -
Programs with
strategies tailored to manage anxiety e.g. FRIENDS Program -
Access to external
agency support (Child and Youth Mental Health Services) -
Regular access to a
guidance officer or school based youth health nurse