Emotional Behavioral Disabilities Of Children

the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child 's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at

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

1940’s, 1950’s and 1960’s, there was change in society’s attitudes toward people with disabilities. In the 1940s, children with learning disabilities were shown to be different from children who were disabled by researchers such as Alfred Strauss. In the Brown vs. Board of education court case in 1954, led the way to a growing understanding that all people, regardless of race, gender, or disability, have a right to public education. In 1960s, Samuel Kirk began to use the term specific learning disabilities to differentiate students with learning disabilities from the much larger group of students who were low achievers or mentally disabled. In 1960s,

The IDEA lists 13 different disability categories which children and young adults aged 3-year-olds to 21-year-olds may be eligible for services. Emotional disturbance is one of the 13 disability categories under the IDEA and is the label Sarah was served under. Under the IDEA, emotional disturbance means a condition revealing inability to learn which cannot be clarified by other factors; difficulty building or maintaining reasonable interpersonal relationships with classmates and teachers; unsuitable types of conduct or emotions under ordinary conditions; and general persistent mood of unhappiness or depression.). Sarah met three criteria to be served under the ED label which included her 4 years of behaviors out of the norm, the severity of

When children with disabilities were denied access from the public school system, they were taught separately from the general population and were placed in isolated special education

Wally had been identified as a student with Emotional Behavior Disorders (EBD) upon enrolling to kindergarten. He has attended 7 schools throughout his educational career due to his behavioral issues as well as his family moving. During this time frame various strategies have been implemented to determine the most appropriate learning environment for Wally.

Until that time, many states had laws that excluded children with certain types of disabilities from attending public school. These included children who were blind, deaf and children labeled "emotionally disturbed" or "mentally retarded." Many of these children lived at state institutions where they received limited or no educational services. Having a disability does not automatically qualify a student for special education services under the IDEA. The disability must result in the student needing additional or different services to participate in school. For example, a child who is diagnosed autistic. Children with disabilities who qualify for special education are also automatically protected by Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act (ADA).

There are four main factors of emotional and behavioral disorders; biological disorders and diseases, pathological family relationships, undesirable experiences at school, and negative cultural influences. Most students with EBD fall into the normal IQ range, but EDB can prevent students from performing their best. They are smarter than their tests show, but their disability holds them back from showing us their potential on said tests. EBD individuals normally have aggressive behavior and act out, as well as being immature, withdrawn

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

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

Special education has faced many changes during the last century. During this time there have been many opinions on the way students with differences should be taught and treated. This paper will discuss the history of special education during the twentieth century. We will also discuss the laws associated with Individuals with Disabilities Education Act (IDEA). Finally we will discuss the current and future challenges that the laws have on special education.

Research indicates that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004).

Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.