Essentially an emotional related reason why one's academic performance has been negatively affected. Some of the emotional related reasons can be consistent feelings of depression, impulsive behaviors, difficulty making and maintaining relationships, fear or physical symptoms of anxiety associated with the school system, and anything that prevents one from learning that isn't due to other catgories already listed. This includes schizophrenia and other mental health disorders.
"A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance:
(i) an inability to learn that cannot be explained by intellectual, sensory, or health factors.
(ii) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
(iii) inappropriate types of behavior or feelings under normal circumstances;
(iv) a generally pervasive mood of unhappiness or depression;
(v) a tendency to develop physical symptoms or fears associated with personal or school problems.
The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance."
General Information:
6% of students under IDEA
Boys outnumber girls (3.5 to 1)
Wide range of severity
Can be temporary of permanent
Students who are "socially maladjusted" are not considered emotionally disturbed
No known causes
Possible causes include:
Biological (ex-genetics)
Family (ex-domestic violence)
School (ex-failure to accomidate for individual's needs)
Culture (ex-peer groups, bullying)
Seems to be a reluctance in labeling students as emotionally disturbed
At a higher risk for substance abuse
Characteristics of Emotional Disturbances:
Can exhibit excessive fears or phobias
Social behaviors:
Agressive behavior
Inappropriate social skills
Acting out in class
Inappropriate affective disorders:
Depression
Anxiety
Social withdrawl
Academic delays:
May function 2 years below grade level in reading, writing, spelling, and math
Deficiencies in metacognitive skills, memory skills, and attention
Adaptations for Students with Emotional Disturbances:
Adapt the Physical Environment:
Move students with ED closer to model students and teachers
Move students with ED away from students who are a target of agressiv ebehaviors or cause/worsen said behaviors
Adapt Instructional Materials:
Teach self-monitoring checklists
Break assignments up into smaller chunks
Teach social skills necessary for success
Adapt Instructional Procedures:
Help students focus by teaching enthuastically
Create and teach a set of rules
Reward for following rules
Consequences for breaking rule
Consistency when enforcing rules
Create a positive environment
Use positive comments frequently
Offer students a chance to change behavior by asking them to stop and think about what they did
Point out positive attributes
Avoid know fears or anxieties
Adapt Assessment Methods:
Allow for distraction free environment
Extended time
General Information:
Students with ED represent one of the most segregated groups of students with disabilities
Early intervention is crucial if a young child is exhibiting signs of an ED
African American students are over represented in students who are diagnoised with an ED
Characteristics of Emotional Disturbances:
Difficulty in building and maintaining relationships with peers and adults
Pinnacle School #35 (RCSD)
I had a student who was diagnoised and had an IEP for anxiety. They sat more isolated in the front of the room, which allowed them not to be immedietly surrounded by peers (helping to lessen social anxiety) and easily talk to the teacher if needed. They also recieved medicine from the nurse during the day, but it wouldn't be effective unless a mornig dose was given by a parent and it often was not.
West Ridge Elementary School (Greece CSD)
In my kindergarten room there was a student who showed many signs of what would qualify as an emotional disturbance. They had a lot of trouble controling their impulses, more than a typical kindergartener, would not listen to academic instructions, and would become violent when academic instructions started. Their teacher was taking steps to get them classified when my placement there was done. She was recording instances of disruptive behavior, including violent and inpulsive outbursts.
N/A
How long does a student need to display characteristics of an ED before being labeled as having an ED?
Where is the line between preparing your class for a student with an ED, the privacy of the student with the ED, and inclusivity?