Developmental Disabilities– Social and Emotional Functioning

"Times New Roman";mso-font-kerning:0pt;mso-ligatures:none;mso-fareast-language:
EN-GB">This course focuses on the educational environment as a critical context
influencing the emergence of social and emotional behavioural difficulties. It
examines the role of school climate, classroom practices, teacher attitudes,
and peer interactions in shaping students’ behaviour. The course emphasizes
that behaviour results from a continuous interaction between the learner and
the surrounding environment, and that effective responses require understanding
this interaction rather than relying solely on punitive or exclusionary
approaches.

0pt;mso-ligatures:none;mso-fareast-language:EN-GB">The course also highlights
the importance of early identification, professional understanding, and the
development of structured support systems. Participants will explore key
principles of positive behaviour support, the development of social and emotional
skills, and individualized planning as essential components of effective
intervention. Emphasis is placed on interventions that are proactive,
consistent, flexible, and responsive to the individual needs of learners.

0pt;mso-ligatures:none;mso-fareast-language:EN-GB">In addition, the course
examines the roles of families and teachers, emphasizing the importance of
multidisciplinary collaboration in supporting learners with social and
emotional behavioural difficulties. It stresses that addressing these
challenges is a shared responsibility between school and home. The course also
discusses the potential long-term impact of these difficulties on students’
mental health, self-esteem, and social development.

0pt;mso-ligatures:none;mso-fareast-language:EN-GB">By the end of the course,
participants will have developed a balanced and educationally grounded
understanding of social and emotional behavioural difficulties, enabling them
to approach these challenges as educational needs that require understanding, support,
and inclusive practices, rather than solely behavioural control or punishment.