 Definition: A student with emotional impairment demonstrates at least a few of the following behaviors for a long period of time (at least ninety days) and inhibits school performance.

 Negative feelings during normal activities  Depressed/overall unhappiness, withdrawal  Low self-esteem  Aggressiveness, disruptive, manipulation to gain attention  Trouble acting appropriately in social situations  Trouble learning not related to intelligence, sensory, or other health factors

 Fear or physical pains from school or personal problems.  Physical pains include: twitching, head banging, rocking or stomachaches.  Characteristics vary for each student with emotional impairment.

 Not fully understood  Either environmental or biological  Environmental factors: abuse, conflicting parental practices, difficult living situations, or exposure to alcohol drug abuse.  Biological factors: Inherited predispositions, chemical imbalances, illness, or brain injuries.

How It Affects Teachers:  Teachers mostly detect these students with this impairment because of their disobedience, aggressiveness, and disruptive behavior.  Teachers can also become impatient or frustrated with this student.

 Only.72% of the school population is diagnosed with emotional impairment but it is most likely higher.  Boys have a higher percentage of having emotional impairment (roughly 3.5 to 1).  Girls internalize, boys externalize more often.

 Myth: There is no hope for students with this impairment.  Fact: This impairment may be temporary and can often be corrected if correct behaviors are taught and time is given to the student in need.  Myth: Students who are socially maladjusted (for example being a juvenile delinquent) are emotional impaired.  Fact: Students who are socially maladjusted are not considered emotionally impaired unless they exhibit other symptoms of the disorder.

While instructing students:  Reduce the number of concepts presented at one time  Require verbal responses to indicate comprehension During discussions:  Implement a silent cue indicating to student they will be called on soon  Encourage a self- timeout While working on worksheets:  Use both oral and written instructions  Prioritize the sequencing of tasks for student

While reading:  Allow student to have a second set of books at home  Utilize books on tape  Read short passage segments out loud  Gradually increase length of passage as confidence builds While student does writing:  Allow the use of a pencil with rubber grip  Allow alternate means of completing the assignment  Provide an outline of required steps  Provide and review grading rubric so student knows how they will be graded

While working in groups:  Work in cooperative mixed ability groups  Allow the student to have a responsible job  Rehearse rules of conduct in the group  Allow each student to have their own physical space While completing assessments:  Minimize the use of timed tests  Provide limited choices for multiple choice  Provide the student with a word bank  Minimize use of scantron type answer documents

 Emotionally Disturbed and Special Needs Children, understanding children that are emotionally disturbed  emotionally-disturbed-children.html: How to Educate Emotionally Disturbed Children  isturbance: National dissemination center for children with disabilities

 Student holds up a card to show that they are feeling frustrated and need a break.  Student is given steps for how to get started on writing  Student has a rubber pencil grip to use during writing time.  Words that student may need to copy or trace are blown up  Student has a partner that is there for collaborative assistance.

 Rodrigues, Jim, Making Modifications, Accommodations and Variations for Student Success. Retrieved from: Making%20Modifications%20ED.pdf