The Emotionally Impaired Student Lisa Steiner Ann Kezhaya

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The Emotionally ImpairedStudentLisa Steiner
Ann Kezhaya
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• Emotional problems interfere with learning
• Hint Anger is an emotion!This also covers,
  anxiety, fear, and depression

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Emotionally Impaired
A Team Approach Students with emotional impairments demonstrate behavioral problems over an extended period of time that negatively affect their ability to learn.  Relationships are usually poor and behavior or feelings are inappropriate to the situation.
 
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How can a classroom for emotionally impaired
children help a student?

• Teachers who work in the classroom for
  emotionally impaired are trained in ways to help
  students cope with emotional and behavioral
  difficulties.  Their focus is to help students
  through out the school day with the emotional and
  or behavioral issues that may occur.  Many
  teachers provide direct instruction in order to
  address academic needs. 
•  Teachers also help to teach, model and reinforce
  appropriate behaviors and social skills.  These
  skills are to be used both inside and outside of
  the academic arena.
• Teachers and staff assigned to the program design
  and implement plans to facilitate a childs
  success in school by addressing their very unique
  and varied needs.

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What programming options are available to
students with emotional impairments?

• Students with emotional impairments can receive
  educational programming through a continuum of
  service, from resource room consultation through
  full time self contained placement in a
  categorical program.  At an IEPT meeting a
  students program is individually determined. 
  The amount of emotional, behavioral and
  educational support required helps to determine
  the amount of time spent with a special education
  teacher.
• School social workers and or psychologists work
  with individual students, their families and
  teachers to help students achieve success in
  schools.

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The Kids Who are DifferentBy Digby Wolfe
Heres to the kids who are different, The kids
who dont always get As, The ones who have
ears Twice the size of their peers And noses that
go on for days. Heres to the kids who are
different, The ones they call crazy or dumb, The
kids who dont fit With the guts and the
grit, Who dance to a different drum. Heres to
the kids who are different, The ones with the
mischievous streak, For when they are grown As
history has shown, Its their difference that
makes them unique.
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What is it?

• Emotionally impaired students have trouble
  functioning in a regular classroom.
• They display behavior problems that interfere
  with the social and academic learning process.
• They are disruptive or they tend to withdraw from
  others.
• They are unable to maintain satisfactory
  interpersonal relationships in school.
• The behavior and the needs of the emotionally
  impaired student are the same as those of other
  youngsters but they display inappropriate
  behavior more frequently and over a longer period
  of time.

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Characteristics you might see in an E.I. student

• Tendency to develop physical symptoms (stomach
  ache, headache, etc.) when faced with fears as
  they relate to school and personal issues
• Instances of taunting, or verbal bullying of
  classroom peers, incapable of working in groups
• States of pessimism, nervous habits, inability to
  maintain eye contact with teacher or verbally
  express concerns to teacher
• Sleeping in class, inability to focus on
  classroom instruction or inability to
  productively utilize class time
• Disorganization, missing or late assignments,
  inability to meet class deadlines, short
  attention span and impulsiveness

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Characteristics you might see in an E.I.
student continued

• Poor coping skills, frequently discouraged when
  things dont go their way
• Learning difficulties or academically performing
  under grade level
• Tendency to misinterpret positive feedback from
  teachers or easily offended by teacher
  redirection
• Are irritating, disappointing and distressing to
  others

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Student Eligibility

• To receive services for an emotional impairment,
  a multidisciplinary team must evaluate a student.
  Such evaluation must include a report for a
  psychologist or psychiatrist and a school social
  worker.

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Identification of the problem

• A. A teacher/ staff member fills out a
  pre-referral from which
• 1. Documents lack of academic achievement.
• 2. Describes observable behaviors which are
  suspected of negatively impacting the students
  academic achievement.
• 3. Documents discussion of the problem
  behaviors with the parent and student.
• B. Building team members may include
• 1. General Education teachers
• 2. Building administrator
• 3. School social worker, psychologist,
  counselor, behavior intervention
  specialist
• 4. Parent/ guardian
• 5. Appropriate special education personnel

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Accommodations for the E.I. Student
Accommodations are based on students individual
needs such as Reminding the student of the
rules Assigning preferential seating A
behavior plan Assigning a safe place to cool
down or regroup when a student becomes
frustrated Allowing extended time for exams and
a quiet testing area (E.I. Room) Allowing
extended time on assignments Allowing lectures
to be tape recorded or having notes copied
Being flexible in attendance requirements
Assisting with time management and study skills
Giving a grade of incomplete or consenting to a
late withdrawal in place of course failure in the
event of a prolonged illness Needs of student
might include a classroom assistant to accompany
the student to general education classrooms
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Behavioral Disorders
Behaviors that may cause a student to be
certified E.I.
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Anxiety Disorders

• Young people who experience excessive fear, worry
  or uneasiness may have an anxiety disorder.
• These include
• Phobias, panic disorder, obsessive-compulsiv
  e disorder and post traumatic stress disorder

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Severe Depression

• Feelings of low self-esteem, inability to self
  motivate, problems sleeping, or change in
  appetite, feelings of hopelessness

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Bipolar Disorder

• Demonstrate exaggerated mood swings that range
  from extreme highs to extreme lows. Behaviors
  ranging from talking non stop, requiring little
  sleep, using poor judgement to experiencing
  severe depression

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Attention-Deficit Hyperactivity Disorder

• Unable to focus attention and are often
  impulsive and easily distracted

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Learning Disorders

• Can show up as problems with spoken and written
  language, coordination, attention, or self control

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Conduct Disorder

• Usually have little concern for others and
  repeatedly violate the basic rights of others and
  the rules of society.
• Cause students to act out their feeling in
  destructive ways such as lying, theft, or
  aggression

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Eating Disorders

• Students who are afraid of gaining weight and
  seek to gain control through self-destructive
  behaviors

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Autism

• Have problems interacting and communicating with
  others, symptoms range from mild to severe

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Schizophrenia

• Have psychotic periods that may involve
  hallucinations, withdrawal from others and loss
  of contact with reality

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Socially MaladjustedWhy dont these student
qualify?
Socially maladjusted students typically display a
persistent pattern of willful refusal to meet
even minimum standards of conduct. Their behavior
and values are often in conflict with societys
standards. They exhibit a consistent pattern of
antisocial behavior without genuine signs of
guilt, remorse, or concern for the feelings of
others. These students often engage in
simulations of these behaviors but typically
display them only when there is an immediate
consequence for the absence of such displays.
Their antisocial behavior is most frequently seen
as resulting from their tendency to place their
own needs above those of all other people and the
immediate gratification that such behavior brings
them. These students are not in chronic distress
(one of the criteria for emotional disturbance
under the law) although they can exhibit
situational anxiety, depression, or distress in
response to certain isolated events -
particularly facing the consequences of their own
actions. These students do not typically respond
to the same treatment interventions that benefit
emotionally disordered students.
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If it is determined that a student is socially
maladjusted and not emotionally disturbed then
the student is not eligible for special education
services. Research suggests that those programs
that provide a high degree of structure, clear
limits, precise rules, and immediate, meaningful
and impartial implementation of consequences
present the greatest potential for long-term
change in the socially maladjusted student.
Special education programs are not designed to
provide this kind of treatment. The presence of
the socially maladjusted student in the
emotionally disturbed classroom typically impedes
the progress of the emotionally disturbed
students while failing to benefit the socially
maladjusted student. Socially maladjusted
students are often seen as predators with typical
emotionally disturbed students viewed as prey
placing these students in the same classrooms is
a nightmare for both the emotionally disturbed
students and the staff.
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How General Education Teachers Can Help
Progress reports and communication with the
special ed teacher Which includes assignment/
test schedule, behavior issues and missing
assignments. Follow behavior plans they are
developed for a reason and by law MUST be
followed no breaks Consistency with the E.I.
students is key to their success Acknowledging
to accommodations and modifications for each of
the E.I. students we share by e-mailing the
special ed teacher after receiving them
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Helpful Websites

• www.disciplinehelp.com
• http//specialed.about.com/od/teacherstrategies/u/
  forteachers.htm