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 child’s
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.”
(Code of Federal Regulations, Title 34, §300.8(c)(4)(I))
“…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:
(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.”
(Code of Federal Regulations, Title 34, §300.8(c)(4)(I))
Organizational Resources
National Association for Mental Illness of South Carolina
http://www.namisc.org/index.html This website provides information specific to South Carolina such as treatment centers within the state, fundraising events, programs available to those with mental illness and their families, and even a NAMI affiliate location here in Myrtle Beach. The site also has links to state and national organizations and resources.
National Dissemination Center for Children with Disabilities
http://nichcy.org/ This website provides information and resources to the nation on disabilities in children
and youth. This website is not only a great resource for parents and those who work with children with emotional disturbances, it provides information on a wide range of disabilities. You can find information
on Federal Laws for protection, legal rights to education, and resources for treatments. The website offers information in both English and Spanish.
http://www.namisc.org/index.html This website provides information specific to South Carolina such as treatment centers within the state, fundraising events, programs available to those with mental illness and their families, and even a NAMI affiliate location here in Myrtle Beach. The site also has links to state and national organizations and resources.
National Dissemination Center for Children with Disabilities
http://nichcy.org/ This website provides information and resources to the nation on disabilities in children
and youth. This website is not only a great resource for parents and those who work with children with emotional disturbances, it provides information on a wide range of disabilities. You can find information
on Federal Laws for protection, legal rights to education, and resources for treatments. The website offers information in both English and Spanish.
Documents
http://archive.brookespublishing.com/documents/emotional-disturbance.pdf
The publication provides information on identifying students with emotional disturbances and ways that educators can help those students succeed. This can be read here online, through your local public library, or purchased.
The publication provides information on identifying students with emotional disturbances and ways that educators can help those students succeed. This can be read here online, through your local public library, or purchased.
Written by John Medina, this is a great resource for understanding how the brain works and will assist teachers in understanding how to teach their students.
Strategies
Tips for Teachers (http://nichcy.org/teaching-students-with-e-d)
1 | Learn more about the student’s specific mental health disturbance. Consult the organizations we’ve listed in our Emotional Disturbance fact sheet for expert guidance about specific motional disturbances.
2 | Learn more about the student’s strengths, too. The student brings much more than an emotional disturbance to class. Create opportunities for success.
3 | Remember, they’re kids first. Do not permit bullying, teasing, demeaning, or exclusion of the student by other students—or by the system.
4 | Support the student’s inclusion. However there may also be times to let the student work alone, take a break, or have a hall pass for some quiet time apart.
5 | Set clear behavioral rules and expectations for the entire class. This IRIS training module may
help you set up such a plan.
6 | Provide accommodations. By Federal Law, the educator and administration must follow the IEP.
7 | Join the student’s IEP team and help shape his or her special education program. Advocate for program modifications and supports for yourself, to help you support this student in class.
8 | Communicate with the student’s parents. Parents are a great source of support and information.
1 | Learn more about the student’s specific mental health disturbance. Consult the organizations we’ve listed in our Emotional Disturbance fact sheet for expert guidance about specific motional disturbances.
2 | Learn more about the student’s strengths, too. The student brings much more than an emotional disturbance to class. Create opportunities for success.
3 | Remember, they’re kids first. Do not permit bullying, teasing, demeaning, or exclusion of the student by other students—or by the system.
4 | Support the student’s inclusion. However there may also be times to let the student work alone, take a break, or have a hall pass for some quiet time apart.
5 | Set clear behavioral rules and expectations for the entire class. This IRIS training module may
help you set up such a plan.
6 | Provide accommodations. By Federal Law, the educator and administration must follow the IEP.
7 | Join the student’s IEP team and help shape his or her special education program. Advocate for program modifications and supports for yourself, to help you support this student in class.
8 | Communicate with the student’s parents. Parents are a great source of support and information.