EMOTIONAL IMPAIRMENT Defining the disability of emotional disturbance to specific standards is difficult to do because of the changing and revised criteria for determining eligibility.

Disabilities Act, Public Law Lists several characteristics to consider for eligibility for special services… A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance An inability to learn that cant 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

Characteristics for special services continued… Inability to build or maintain satisfactory interpersonal relationships within the school environment Inappropriate types of behavior or feelings under normal circumstances General pervasive mood of unhappiness or depression Tendency to develop physical symptoms or fears associated with personal or school problems Emotional Impairment also includes students, who, in addition to the characteristics specified may also exhibit maladaptive behaviors related to schizophrenia or similar disorders.

When evaluating a student suspected of having an EI Documentation from the multidisciplinary evaluation team should include 1.The student’s performance in the educational setting and in other settings, such as adaptive behavior in the broader community 2.The systematic observation of the behaviors of primary concern which interfere with educational and social needs 3.The intervention strategies used to improve the behaviors and the length of time the strategies were utilized 4.Relevant medical information, if any A determination of impairment shall be based on data provided by a multidisciplinary evaluation team, which shall include a comprehensive evaluation by both a psychologist or psychiatrist and a school social worker

Causes for Emotional Impairment Potential contributors to Emotional Impaired students Heredity Brain disorder Diet Stress Family functioning Characteristics and behaviors seen in kids who are Emotional Impaired Hyperactivity (short attention span, impulsiveness) Aggression/self-injurious behavior (acting out, fighting) Withdrawal (failure to initiate interaction with others) Retreat from exchanges of social interaction (excessive fear or anxiety) Immaturity (inappropriate crying, temper tantrums, poor coping skills) Learning difficulties ( academically performing below grade level

Students eligible for special education services under category serious emotional disturbance May have an IEP that includes psychological or counseling services as a related service This is a very important feature under related services and is available under the law It must be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel

Family Support Families of children with emotional disturbances may need help in understanding their children’s condition Families will need to learn how to work with their children effectively Help is available from psychiatrists, psychologists, or other mental health professionals in public or private mental health settings Services should be provided based on children’s individual needs All persons involved in the child’s life should be aware of the care they are receiving It is important to coordinate all services between home, school, and the therapeutic community with open communication.