Educational Implications
The educational programs for children with an emotional disturbance need
to include attention to providing emotional and behavioral support as
well as helping them to master academics, develop social skills, and
increase self-awareness, self-control, and self-esteem. A large body of
research exists regarding methods of providing students with positive
behavioral support (PBS) in the school environment, so that problem
behaviors are minimized and positive, appropriate behaviors are
fostered. (See the resource list at the end of this publication for more
information on PBS.) It is also important to know that, within the
school setting:
- For a child whose behavior impedes learning (including the
learning of others), the team developing the child’s
Individualized Education Program (IEP) needs to consider, if
appropriate, strategies to address that behavior, including positive
behavioral interventions, strategies, and supports.
- Students eligible for special education services under the
category of emotional disturbance may have IEPs that include
psychological or counseling services. These are important related
services which are available under law and are to be provided by a
qualified social worker, psychologist, guidance counselor, or other
qualified personnel.
- Career education (both vocational and academic) is also a major
part of secondary education and should be a part of the transition
plan included in every adolescent’s IEP.
There is growing recognition that families, as well as their
children, need support, respite care, intensive case management, and a
collaborative, multi-agency approach to services. Many communities are
working toward providing these wrap-around services. There are a growing
number of agencies and organizations actively involved in establishing
support services in the community.
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Characteristics |
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The causes of emotional disturbance have not been adequately
determined. Although various factors such as heredity, brain disorder,
diet, stress, and family functioning have been suggested as possible
causes, research has not shown any of these factors to be the direct
cause of behavior or emotional problems. Some of the characteristics and
behaviors seen in children who have emotional disturbances include:
- Hyperactivity (short attention span, impulsiveness);
- Aggression/self-injurious behavior (acting out,
fighting);
- Withdrawal (failure to initiate interaction with
others; retreat from exchanges of social interaction, excessive fear
or anxiety);
- Immaturity (inappropriate crying, temper tantrums,
poor coping skills); and
- Learning difficulties (academically performing below
grade level).
Children with the most serious emotional disturbances may exhibit
distorted thinking, excessive anxiety, bizarre motor acts, and abnormal
mood swings. Some are identified as children who have a severe psychosis
or schizophrenia.
Many children who do not have emotional disturbances may display some of
these same behaviors at various times during their development. However,
when children have an emotional disturbance, these behaviors continue
over long periods of time. Their behavior thus signals that they are not
coping with their environment or peers. |
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Incidence |
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| In the
2000-2001 school year, 473,663 children and youth with an
emotional disturbance were provided special education and
related services in the public schools (Twenty-fourth
Annual Report to Congress, U.S. Department of Education,
2002). |
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IDEA Definition |
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Info |
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for more detailed
information visit NICHCY. |
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