33-EBDO

Hi All,

Please note that we mistakenly just emailed in our presentation files to Mr Tan at 3.35pm yesterday(10 Feb)instead of uploading here, thinking that was how we were to send files to our tutor. We thought only the synopsis was due here. All files and yesterday's email to Mr Tan are now in attachments below.

B. UNDERSTANDING THE AREA OF SPECIAL NEEDS/DISABILITY

1. The nature of area of emotional and behavioral difficulties (overt)

• General definition :
• Caveat: " definitions of EBD also depend to a great extent on our perception of what is normal and acceptable behavior. There is no objective and measurable reality about EBD" ( Farell, 2003, p.6)

Range of conditions:

• may exist as "CONDUCT DISORDERS (aggression, disobedience, irritability); PERSONALITY DISORDERS (withdrawal, anxiety, physical complaints; IMMATURITY (passivity, poor coping, preference for younger playmates); and SOCIALIZED DELINQUENCY (involvement in gang subcultures)."(Quay as cited in Website of the Council for Exceptional Children, 2009)

Characteristics:

• "An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems." (IDEA as cited in Website of the Council for Exceptional Children, 2009)

2. Causes of disability:

EBDs are resultant of "a complex interaction between

contextual factors & aspects which the individual brings to the situation" ( Cooper, as cited in Farrell, 2003, p.3 )

-Genetic predisposition

-Physical, neurological and sensory impairment

- Environment:

home: lack of parental interest in schooling, inconsistent & ineffectual parental discipline, lack of overtly displayed parental affction, parental indifference/hostility/ rejection, violent displays of temper from parent, parental use of corporal punishment, parental cruelty/neglect/absence, rejection and violence of parents (Cooper as cited in Farrell, 2003, p. 3)

school: inappropriate teaching & curriculum, (Bury council website, 2009), social issues in school environment (Farell, 2003)

3. The general impact of the special need or disability on a student in terms of development and learning :

following may also appear as symptoms:

find it difficult to form friendships

often appear preoccupied and therefore find it difficult to get involved in activities

have difficulty keeping on task

have difficulty taking part in group activities and discussion

often become tearful or throw tantrums for no apparent reason

have psychosomatic illnesses

have low self-esteem and often become victims of bullies

become bullies themselves

be aggressive and disruptive

find it difficult to conform to classroom rules and routines

be excessively attention-seeking through either negative behaviour or clinginess

sometimes have school phobia

underachieve in many areas of the school curriculum

(TeachingExpertise.com, http://www.teachingexpertise.com/articles/emotional-and-behavioural-difficulties-ebd-1226, 2009)

References:

ERIC Clearinghouse on Disabilities and Gifted Education with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under OERI contract, Website of the Council for Exceptional Children (2009): "Behavior Disorders/Emotional Disturbances"

http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance&Template=/

TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5624

Farrell., P (2003). "Emotional and Behavioral Difficulties: Causes, Definitions and Assessment.In Peter Farrel (ed.) Children with Emotional And Behavioral Difficulties: Strategies for Assessment and Intervention. pp. 1-16. Great Britain: Routledge (Falmer)

Bury Council (2009). Emotional and behavioral difficulties. http://www.bury.gov.uk/EducationAndLearning/SchoolsAnd

Colleges/SpecialEducationalNeeds/SEN+Criteria+Section+3:+

Emotional+and+Behavioural+Difficulties.htm)

C. FOR YOUR GROUP PRESENTATION ASSIGNMENT: IMPLICATIONS FOR TEACHING AND LEARNING

Table of problems as seen in case study (maybe useful to help us get started on assignment and the scaffolding questions (below table) what do you think? from: diana

1. What would I expect of the student with the chosen area of special needs:

· he/she will want to be part of the class and activities in school

· he/she will want to have friends

· he/she may need extra support in terms of…

2. How will this affect the other students in my class? How do I work with them to understand their peers and to create an inclusive classroom?

Noticeably from case study: a lot of distraction from the learning activities due to noise and behavioral issues of certain students (e.g.

3. What would I suggest in terms of provisions/accommodations to meet the student’s needs? (suggest only in areas which are appropriate)

· learning environment (physical and socio-emotional)

· behaviours (look also into the reasons for inappropriate behaviours)

· instruction

· collaboration (school, home, agencies)

4. Do I have the skills to meet the student’s needs?

· knowledge of basic principles of effective learning and teaching

· need to know more about