1. Emotional Disturbance
Matt Briggs
Dante Robinson

2. 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

3. 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)

4. 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).

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

6. 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

7. Case Study Inability to maintain interpersonal relationships Fearful
Aggressive
Avoids communication

8. 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

9. 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”

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

11. 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

12. 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

15. Sources www.oocities.org/wesleyhurt/lessonplan.doc
Friend, Marilyn. “Special Education." Ed. Jeffrey W. Johnston. New York: Pearson: 2011.

16. Video Clip