Providing Support For Students with Emotional Distrubances Essay

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their

I have been a teacher of students with special needs for the last couple of years in alternative settings. The students I like best tend to be the most challenging both behaviorally and academically. Success can be more apparent, yet at times there is frustration. I feel I am good at it, but need to learn more. Most importantly I love teaching kids with special challenges. The key is to be creative and keep trying.

My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with

Special Educators are greatly needed in our school systems all over the United States. It takes a special person to be a Special Educator. In most jobs you are in need of patience, but with this career a requirement is patience. Some people are cut out for this career and some are not. Emotionally and physically this job can take a toll on someone.

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.

Many of these children are developmental delayed, delinquents, and have mental health problems (Chow, Mettrick, Stephan, & Von Waldner, 2014). They may also suffer from emotional and behavioral problems and often have problems with aggression and controlling their temper

The fourth Supporting Students with Emotional and Behavioral Disorders (EBD) talks about the support programs and teaching strategies that can be implemented in the classroom. Indeed, the point that stood up tome is that EBD students are diagnostic with their disabilities approximately around the age of 12. This for me is disturbing and sad how can the special and general education teacher serve the EBD students effectively if the students condition if not being diagnostic yet. The only remedy that I see for this issue is that as educators we are monitoring and assessing our students learning capacity to find out if we need to use the refer special education process.

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).

Instead of saying that this child engages in aggressive behavior toward peers because he has anger issues, a behavioral analysis of such incidents might possibly ascribe such to the purpose or function the overt behavior serves in that child’s environment . Through the sessions I noted that his behaviour could be due to his lack of understanding. I saw through teaching English lessons and math classes that he had difficulty with understanding the concepts and he took time to grasp them. He seemed ashamed of himself. It was then I understood too that the deviant and aggressive behaviour stemmed due to the teacher ridiculing him during classes, his classmates teasing him and his parents forcing him and expecting too much of him, without knowing that he needed extra help with lessons.

In addition to causing mental health problems, bullying and social isolation can increase the likelihood a child will get poor grades, drop out of school, or develop substance abuse problems, the researchers say. (Nixon, 2010) The impact acceptance by peers during the adolescent years tends to relate to common negative behaviors. (Wells, n.d.) Rejection creates surges of anger and aggression. In 2001, the Surgeon General of the U.S. issued a report stating that rejection was a greater risk for adolescent violence than drugs, poverty, or gang membership. Countless studies have demonstrated that even mild rejections lead people to take out their aggression on innocent bystanders. School shootings, violence against women, and fired workers going "postal" are other examples of the strong link between rejection and aggression. (Winch, 2013) Children in the rejected-aggressive group display high levels of hostile and threatening behavior, physical aggression such as pushing and fighting, and disruptive behavior such as breaking rules. (Newcomb, 1993) Michael Thompson, Ph.D. states, “These kids are not necessarily violent kids, but they are the kids who frequently lose control in school, act up excessively, and wind up in the principal’s office.” (Social Groups and Cliques, n.d.) The need to be "one of the gang" is stronger as children approach the teen years than at any other age. Children of all ages need to feel that they fit in—that they belong. (Wells, n.d.) They also may display a hostile attribution bias or a tendency to assume that other children have hostile intentions in ambiguous situations. Over longer periods, stability ratings for rejected children are higher than for the other groups. In other words, children who are popular, neglected, or controversial when they are young may or may not

Special education students have severe behavior or emotional issues that can disturb the classroom learning environment for themselves and the non-disabled peers. Disabled students often act out from not feeling accepted, frustration from the difficult material, and their cognitive obstacles. According to the article Time to leave inclusion out, seventy percent of teachers blamed the inclusion of children with special needs for increasingly bad behavior in the classroom.

In June 2017, Youth Uprising will create a district wide policy with Alameda County to screen all A.A. students for stress and anxiety (See Appendix A). Starting July 2017, Beauty in the Process program will be the result of the new district-wide policy in Alameda County (See Appendix A). This will be a pilot program for one year at Lincoln Middle School in Alameda, California. Volunteers will be recruited from the school’s Parent Teacher Association (PTA) and in return each volunteer, up to six persons, will receive a school supply grant for $500. Youth UpRising will provide a program coordinator, certified health educator, social worker and guidance counselor from the organization’s program to make the recruitment processes easier.

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).

Throughout my career I have always been amazed by how little regular education teachers know about the special education process. On numerous occasions I have had teachers ask me, “Why don’t you just test him, to see if he qualifies?” And when I tried to explain that there was more to the process then just testing, most of the time the teachers would walk away in disgust, without knowing the steps we had to follow in the process.

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the