My blind student rolls on floor & when reaches another student he will scratch their face/ any boundary suggestions?

I have a student on my caseload with septo-optic dysplasia. His classroom teacher reported to me that he is rolling around on the floor more this year (great!); however, yesterday he rolled in to another student and scratched her face severely. Should we implement some boundaries so he knows where he is in the classroom? Any suggestions on scratching? I don't want to limit his interactions or gross motor. He is capable of walking but chooses not to. Any help is appreciated. Thanks!!!

Topics: Behavior
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Posted by Amber Bobnar on Dec 09, 2015 - 9:57pm

A couple helpful answers from our Facebook page:

"Do you know the reason for the behaviour? Is it sensory? Accidental? Over-enthusiasm? Often understanding the root cause allows you to distract, guide, prevent, offer an alternative. I worked 121 with a (sighted) child who liked to hurt other kids because it was a great cause and effect game. Management in this instance required vigilance, avoiding 'trigger' times, guidance, narrating, encouraging active and proprioceptive play, sensory diet, SALT and providing positive managed peer interactions. Children with complex needs require complex solutions!"

"It helps to try to see it from the child's point of view. He can't see , and he is in a classroom that basically could have anything in it as far as he is concerned. I think that most difficult behaviour is a result of anxiety. And when he acts out he gets a reaction which can divert things from his own anxiety. Has he had a chance to explore the classroom with a helper and to really get a feeling of where he is and what is around him? Does he get a chance to get to know the other children. Be introduced to them, spend positive time with them and doesn't just meet them when he accidentally bumps into them. Does he have a safe space that he can retreat to if he feels anxious. Maybe you could do a practice session with him and decide on what he will do when he feels anxious and how he will let you know how he is feeling and what you and him can do to help him. So he might have a code word or a sign or something he will do to alert you and then you and him could go to the safe space, or read a book together , or what ever he needs to do to feel safe. With a lot of support I think the anxiety will diminish and he will manage more in the classroom situation."