Emotional Disturbance Matt Briggs Dante Robinson

Common Definitions A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They may develop physical symptoms or fears that affect home and school. Any mental disorder not caused by detectable organic abnormalities of the brain and in which a major disturbance of emotions is predominant. A disability characterized by behavioral or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance. Educational performance includes academic, social, vocational, and personal skills. Such a disability Is more than a temporary, expected response to stressful events in the environment; Is consistently exhibited in two different settings, at least one of which is school related; Is unresponsive to direct intervention in general education or the child’s condition is such that general education interventions would be insufficient

Legal Definition “…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 child’s educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems.” As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (3)

Characteristics Hyperactivity (short attention span, impulsiveness); Aggression or self-injurious behavior (acting out, fighting); Withdrawal (not interacting socially with others, excessive fear or anxiety); Immaturity (inappropriate crying, temper tantrums, poor coping skills) Learning difficulties (academically performing below grade level).

Case Study High School Freshman Displays troubled behavior Crying Scratching Leaves classroom/building Behavior adversely affects learning

Case Study Fairly decent reading skills Poor mathematic skills 10.0 letter identification 10.0 Word attack skills 5.5 Passage Comprehension Average 7.9 Poor mathematic skills Does not attend to algebraic processes Trouble solving word problems

Case Study Inability to maintain interpersonal relationships Fearful Aggressive Avoids communication

Lesson Plan Simplifying Algebraic Expressions Objectives: Identify basic algebraic concepts Simplify algebraic expressions Construct algebraic expressions Work in groups Draw conclusions based on process of algebra

Lesson Plan Uses several internet programs Students work individually + in small groups Two 45 minute lectures on solving expressions 5 formative assessments Relatively basic Worksheets, participation, etc. 2 Summative assessments Take-home quiz “Team Tennis Assessment game”

Lesson Plan Avoid using so many internet programs Employ more group work (Pairs + small groups) Actively encourage Sara to be more interactive

Lesson Plan Use less traditional formative assessments More like virtual field trip Find ways to relate algebra to Sara’s Real life Interests Could observe Sara’s progress throughout lesson

How can instructors tell the difference between emotional disturbance and social maladjustments? Social maladjustment can be defined as “a child who has a persistent pattern of violating societal norms with truancy, substance abuse, a perpetual struggle with authority, is easily frustrated, impulsive, and manipulative” “A child who is incapable of fully profiting from general educational programs of the public schools because of some serious social or emotion handicap but who is not expected to profit from special education” Socially maladjusted students choose not to conform to socially acceptable norms students demonstrate knowledge of school/social norms and expectations and consistently demonstrate a pattern of intentionally choosing to break rules and violate norms of acceptable behavior Establishing definitions allows ability to see differences ED- unable to comply SM- unwilling to comply intentionality

Sources www.oocities.org/wesleyhurt/lessonplan.doc http://nichcy.org/publications/lg1 http://dictionary.reference.com/browse/emotional+disturbance http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Characteristics.html Friend, Marilyn. “Special Education." Ed. Jeffrey W. Johnston. New York: Pearson: 2011. http://pbsforteachers.blogspot.com/2008/07/emotional-disturbance-vs-social_09.html

Video Clip http://www.youtube.com/watch?v=cTHcd2NDysU