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Jade Jennings #17

2/3/16
SWD 4344

Emotional Disturbance
IDEA defines emotional disturbance as follows: a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree that adversely affects
a childs educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school
problems.
-Emotional disturbance includes, disorders, conduct disorders, eating disorders, and many more,
all of them are considered emotional disturbances.
Characteristics:
A) Academic- learning difficulties including academically performing below their specific grade
level.
B) Social- these children suffer from withdrawals by not interacting socially with others, also
including excessive fear or anxiety.
C) Behavioral- Children also have a characteristic of being immature, including, inappropriate
crying, temper tantrums, and coping skills, also they can become aggressive or use self-injurious
behavior for example, acting out and fighting.
D) Functional- Children with emotional disturbance have hyperactivity including, short attention
span, impulsiveness.
Strengths: Students may become comfortable with a buddy in class and use their partner for
comfort and learning purposes. Students with emotional disturbances often use good judgement
for their actions, or actions of others.
Strategies beneficial to students with emotional disturbance in school:
-Programs provided in schools to help students with this disability. These services are designed
to address the childs individual needs. The support of the school counselor is helpful, as well as
developing that of school-based therapists who are involved with the child.
- It is important to implement strategies that address the needs of the individual.
-Provide time for the students needs: Missed work, late work, extra time for assignments they
are struggling with, etc.
- Give clear examples as to what the student should expect with an activity, homework
assignment, or project.
- Teacher needs to be sensitive and patient to the needs of these students

Jade Jennings #17


2/3/16
SWD 4344

Classroom accommodations:
- Set up goals aimed for social interactions and seating arrangements to encourage students with
emotional disturbance disorders to become engaged and encouraged with social interactions.
- Encourage personal goals and strategies to engage the child in finding success.
- Teaching classroom adaptations, illustrating the rules clearly and also the consequences for
misbehaving.
-Being aware of how the student communications with other students and with adults as well.
Also, making arrangements for a comfortable educational setting, without any pressure on an
individual child.
-Let students know your expectations for each and every student.
- Target and teach behaviors for example, taking turns, working with partners, and following
directions.
Effective methods for ongoing communication with parents:
- Parents are the greatest source of information about their own children. Staying in contact with
your students parents is the best way to help your student with their success.
- Keeping a journal or log to keep in contact with parents daily to inform the parents, and also for
the parents to inform the teachers.
- Inform parents and student on expectations from the student.
Resources:
Data Accountability Center.(2012).Number of students ages 6 through 21 served under IDEA.
Excerpt from The Inclusive Classroom: Strategies for Effective Instruction, by M.A. Mastropieri,
T.E. Scruggs, 2007 edition, p. 64-69.
Code of Federal Regulations, Title 34, 300.8(c)(4)(i)
Ideal.edu.gov
Work cited
DataAccountabilityCenter.
(2012).Numberofstudentsages6through21servedunderIDEA,PartB,bydisabilitycategoryandstate:
Fall2011[TableB1-3].Onlineat:http://www.ideadata.org/TABLES35TH/B1-3.xls

Jade Jennings #17


2/3/16
SWD 4344