1 / 19

Strategies for Supporting Students with Emotional Behavior Disorders in Inclusive Environments

This presentation outlines the importance of inclusive education for students with EBDs, providing insight into the types of behaviors observed, the need for proper education and training, evidence-based practices, simple intervention strategies, and crucial support systems. The session emphasizes collaboration, training, and ongoing education to create an inclusive, supportive environment for students with EBDs.

sheenaa
Download Presentation

Strategies for Supporting Students with Emotional Behavior Disorders in Inclusive Environments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Supporting Instruction for Students with Emotional Behavior Disorders (EBD): Meeting the Challenge of Building an Inclusive Environment Dr. Alicia Sigee, Dr. Jennifer Butcher and Dr. Johnny O’Connor

  2. Introduction • Presenter • Experience • Education • Research Study

  3. What is EBD? IDEA (2004) defined emotional behavioral disorders as conditions exhibiting for an extended period to a marked degree that adversely affects students learning. Conditions are as follows: (a) inability to learn that is not caused by intellectual, sensory, and health conditions, (b) inability to build and maintain interpersonal relationships, (c) inappropriate behaviors in normal situations, (d) fears and anxiety.

  4. TYPES OF BEHAVIORS • Violent behaviors • Inappropriate language • Challenging authority • Bullying • Disruptive classroom behaviors that impacts the educational environment • Self mutilation • Bipolar and other mental disorders • Suicidal • Eating disorders

  5. WHY ARE EBD STUDENTS IN THE CLASSROOM? • IDEA (2004) requires EBD students be educated in the least restrictive environment (LRE). • LRE allows disabled students to be educated and social interactions with their age appropriate peers in the general educational setting.

  6. BUILDING AN INCLUSIVE EDUCATION ENVIRONMENT WITH EBD STUDENTS • Education • Training • Support

  7. EDUCATION FOR CAMPUS STAFF • Higher education/alternative programs must incorporate coursework/student teaching on EBD students and inclusive educational settings. • Higher education course work need to include classroom management for inclusive educational settings to include EBD students. • School administration preparation programs need to incorporate special education management courses. • Campus administrators need to be trained in the needed supports required for general education teachers to be successful in an inclusive educational setting with EBD students.

  8. TRAINING/PROFESSIONAL DEVELOPMENT School districts need to implement ongoing professional develop (PD): - Special Education -Classroom Management -Behavior Management -Emotional and Behavior Disorders

  9. EVIDENCE BASED PRACTICES • Evidence Based Practices (EBP) are defined as instructional or behavioral practices shown to be effective through rigorous research to improve students’ outcomes. • EBP must be implemented with fidelity.

  10. TYPES OF EBP • Classroom rules • Correcting negative behavior with positive support • Peer tutoring and reverse peer tutoring • Peer monitoring • Self management • Self monitoring • Leveled system • Building a quality teacher-student relationship

  11. SIMPLE STRATEGIES • Simple strategies are defined as interventions that are easily implemented, requires no prior training or no special equipment. • Simple strategies can make instant impact on educational and behavioral outcomes for students with EBD. • Simple strategies that are successful with EBD students should be utilized by all their assigned teachers.

  12. TYPES OF SIMPLE STRATEGIES • Opportunity to Respond (OTR) • Praise- frequent, immediately and specific • Academic choice

  13. INFORMATION GATHERING • Student academic records • Special education records • Professional learning community (PLC) • Former teachers • Parents

  14. SUPPORT • Administration: -Emotional support- how they value them as educators -Instrumental support-assisting, educating, planning time, and needed materials -Informational support-training on EBPs, PDs, conferences and collaboration

  15. SUPPORT • Special Education Team: -Collaboration -Training on implementation of behavior intervention plans (BIP) and individual education plans (IEP) -Support in classroom -Providing IEPs and BIPs in a timely manner -Ongoing education on EBD -Training on EBP strategies -Opportunity to attend or give input for ARDs

  16. SYSTEMS AND POLICIES • The school must put in place systems to ensure the EBD students and teachers are being support by Special Education Team. Such as logs, sign in, case loads, case managers. • Districts/schools should implement policies to hold special education teachers responsible for services to EBD students.

  17. TIPS FOR SUCCESS • Research and get background information on EBD students • Put aside bias prejudgments • Learn to advocate for the students educational and emotional needs • Don’t kick them out of class • Get educated on EBD • Build relationship with parents • Build a support team

  18. CLOSING • Remarks -Implementation of the research and results • Q&A

  19. Contact Information Dr. Alicia Sigee aliciadsigee@gmail.com Dr. Jennifer Butcher jenntbutcher@gmail.com Dr. Johnny O’Connor joconnorjr@lamar.edu THANK YOU!!!!

More Related