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E motional Disturbances

E motional Disturbances. IDEA Definition. 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 child’s educational performance….

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E motional Disturbances

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  1. EmotionalDisturbances

  2. IDEA Definition 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 child’s educational performance…

  3. An inability to learn that 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

  4. A general pervasive mood of unhappiness or depression • A tendency to develop physical symptoms or fears associated with personal or school problems

  5. Behaviors • Hyperactivity, impulsiveness • Aggression, self-injury • Withdrawal, fear, anxiety • Immaturity (crying, tantrums, poor coping skills) • Distorted thinking

  6. Possible Causes • Heredity • Brain disorder • Diet • Stress • Family functioning • Social maladjustments do NOT qualify

  7. Note: • Diagnosis is based on symptoms, not causes… • Subjective evaluation • Avoid cultural biases

  8. IEP’s Should Address • Supports • Psychological or counseling services • Career education (vocational and academic) • Positive behavioral interventions • Strategies

  9. Strategies Should Address: • Social skills • Self-awareness • Self-control • Self-esteem • Academics • Tips for Teachers • Sample strategy

  10. Tips for Teachers • Set reasonable goals • Provide specific feedback based on behavior • Give student responsibility • Teach students to reinforce themselves • Give students a chance to show their strengths

  11. Teach self-management • Teach student to make accommodations • Teach decision making • Teach INCLUDE model to student Conclusion

  12. INCLUDE Model • Identify classroom demands • Note student strengths and needs • Check for potential successes • Look for potential problems • Decide on adaptations back

  13. 8 Discipline Guidlines • 1. Follow positive behavioral interventions written in IEP • 2. Do not violate educational rights (regarding expulsions and suspensions) • 3. Focus should be on improvement

  14. 4. Punishment procedure must be reasonable -Was rule reasonable? -Does punishment match offense? -Were age and physical condition considered? -Was discipline given without anger?

  15. 5. Try positive procedures first • 6. Keep records (behavior, procedures, length of time, results) • 7. Consult with IEP team to make changes • 8. Recognize appropriate behavior back

  16. Conclusion • There are many students with emotional disturbances • Can be overwhelming • Students can be taught behavior management • Students can succeed

  17. References • Special Education http://www.edsp.unt.edu/syllabi/3420.htm • Emotional Disturbance http://www.nichcy.org/pubs/factshe/fs5txt.htm • Monterey County Office of Education http://www.monterey.k12.ca.us/special-education/emotional-disturbances.html

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