Emotional Behavarol

Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching.

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

When setting up an inclusive learning environment we need to focus on individual differences. Francis and Gould (2013: p65) explain, that “it is important to recognise the differences in the learners we teach, as these influence how we interact with them.” Francis and Gould (2013) list few typical differences, like age, physical disability, mental health issues, ethnicity, etc.

In this paper you will find several strategies the classroom teachers can use and implement in the classroom with their students who suffer from emotional and behavioral disorders. Selected interventions will provide information with the activities and assessments that will be used to help the teacher implement these procedures to help the students to become stronger socially, with cognitive and behavioral and emotional needs for our EBD students.

Students with EBD have the poorest outcomes compared to their typical peers and other students with disabilities (Kauffman & Landrum, 2012; Wagner & Cameto, 2004; Villarreal, 2015). These students have low academic achievement in school that directly affects their life outcomes. Several dropout of school and others end up in the juvenile system (Kauffman & Landrum, 2012; Wagner & Cameto, 2004). Research has indicated the school to prison pipeline is a trend with students identified with EBD due to the lack of engagement in school, poor relationships, and high suspension rate (Tobin & Vincent, 2011; Wagner & Cameto, 2004). Due to the poor relationships students with EBD develop with peers and teachers directly effects their outcomes (Kauffman

In 2008, the Minister of Education identified the need to develop an equity and inclusive education strategy in all Ontario schools. The policy created by each school board recognizes Ontario’s growing diversity as an optimal opportunity for learning and strives to remove all barriers and biases that may inhibit a student’s development (Ministry of Education, 2009.) The strategy was formed by educational leaders and specialists with consultation

Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are

After working two years at CHOP, Dr. Ahern decided to work in the schools as a school psychologist. Her experience in New Jersey schools was different than her experience in North Carolina schools. In NC, she worked with the RTI model to implemented appropriate interventions, assessed students, and provided counseling when needed. In NJ, Dr. Ahern assisted in the development of the RTI model at her elementary school. She served as part of a child study team, which typically included at least a learning consultant and social worker. If a child qualified for an IEP, a person on the child study team was assigned as the case manager of the IEP. The case manager is responsible for ensuring that all of the child’s needs (transportation, accommodations, interventions, etc.) are met. Each case manager typically maintained a caseload of 50 students. However, Dr. Ahern had a case load of 25 students with Autism. I believe it is effective to ensure all the needs of a

There are so many different misconceptions about emotional impairments and I am here to bring light to these thoughts throughout this paper. I will begin the definition of an emotional impairment because it is important to understand what it truly is and who falls under an emotional impairment. Then I will get into personal experiences, reflections, and a few questions I have regarding my field placement and the field trip to Sheldon Pines. I will then share how emotional impairments will impact my career as a high school teacher and how I will respond to this. Lastly, I will talk about three different assistive technologies that specifically help students succeed with emotional impairments.

The primary goal of most educational tasks or meetings is to do what is in the best interest of the students. Let’s look at an IEP meeting; the team members in an IEP meeting are the special education teacher, regular education teacher, related service providers, parents, an administrator and if appropriate, the student. The goal of the meeting is to ensure that the child receives all supports and services to make him/her successful in an academic setting based on their needs. Throughout the meeting, the team members will need to use the above collaboration skills to identify the student’s strengths and needs, determine accommodations and modifications to the general education curriculum and identify goals for the

Severe cases of EBD include the extremes of any externalizing or internalizing problem, and a student may be identified as severe affliction of both externalizing and internalizing classification because their behavior fluctuates rapidly from one extreme to the other.