Introduction to Emotional Disturbance.ppt

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1、1,Introduction to Emotional Disturbance,NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS,2,IDEA,IDEA, is the abbreviation for Individuals with Disabilities Education Act. IDEA is the federal special education law IDEA ensures that the rights of children and youth with disabilities (and their paren

2、ts) are protected Special Education is guided by the principles and guidelines under IDEA The definition of Emotional Disturbance that we use for special education purposes is found in IDEA,3,Controversy Surrounding the Term and Definition of “Emotional Disturbance”,The definition of emotional distu

3、rbance, like most definitions in special education, is the source of much debate and discussion. Furthermore, the term “emotional disturbance” has been challenged at the federal level many times. A number of professionals believe that the term “emotional or behavioral disorder” should be used instea

4、d and have proposed several changes to the definition. Many parents are also uncomfortable with having their children classified in special education with the title of emotional “disturbance”,4,IDEA Definition of Emotional Disturbance,According to IDEA 2004, Emotional Disturbance is defined as the f

5、ollowing: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 childs educational performance:,5,IDEA Definition of Emotional Disturbance,An inability to learn that cannot be explained by intellectual, sensory,

6、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,6,IDEA Definition of Emotional Disturbance,(D) A general pervasive mood of unhappiness or depression. (E) A te

7、ndency to develop physical symptoms or fears associated with personal or school problems. (ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance,7,Definition of Emotional Dis

8、turbance,Emotional disturbance means a condition exhibiting one or more of the following characteristicsIn determining eligibility of Emotional Disturbance under IDEA, it must be determined if the student has an emotional condition that is manifested by one or more of the five characteristics listed

9、 in the definition of emotional disturbance.,8,What is “Over a Long Period of Time”?,Long Period of Time: The standard for duration is not precisely specified. The literature frequently makes reference to several months (normally at least 6) as an appropriate standard. The intention is to avoid labe

10、ling a student who is temporarily reacting to a situational trauma. The characteristic(s) must also be evident over time and situations. (end lecture #1),9,What is a “Marked Degree”?,Marked Degree: The problems are significant and apparent to school staff members who observe the student in a variety

11、 of settings and situations. the problems must be more severe or frequent than the normally expected range of behavior for individuals of the same age, gender and cultural group.,10,What is “Adversely Affects a Childs Educational Performance”?,Indicators of educational performance include present an

12、d past grades, achievement test scores and measures of ongoing classroom performance Adverse effect on educational performance implies a marked difference between the students academic performance and reasonable (not optimal) expectations of performance.,11,A. What is “an inability to learn that can

13、not be explained by intellectual, sensory, or health factors”?,This means that reduced intellect or sensory or health impairment cannot be the primary cause of the behavioral/emotional problem. The language “an inability to learn that cannot be explained by intellectual, sensory, or health factors”

14、serves as an exclusion factor All other possible causes for why the child is unable to learn must be excluded,12,A. What is “an inability to learn that cannot be explained by intellectual, sensory, or health factors”?,There are problems inherent in the use of the phrase “inability to learn” Inabilit

15、y to learn is inconsistent with a philosophy that all children can be characterized as learners. Therefore, the “inability to learn” characteristic should be appropriately interpreted as serious difficulties in learning.,13,B. What is “an inability to build or maintain satisfactory interpersonal rel

16、ationships with peers and teachers”?,This characteristic requires documentation that the student is unable to initiate or to maintain satisfactory interpersonal relationships with peers and teachers. Satisfactory interpersonal relationships include the ability to demonstrate sympathy, warmth and emp

17、athy toward others; establish and maintain friendships; be constructively assertive; and work and play independently. This characteristic does not refer to the student who has conflict with only one teacher or with certain peers. Rather it is a pervasive inability to develop relationships with other

18、s across settings and situations.,14,What is “an inability to build or maintain satisfactory interpersonal relationships with peers and teachers”?,Examples of unsatisfactory student characteristics include: physical or verbal aggression when others approach him or her; lack of affect or disorganized

19、/distorted emotions toward others; demands for constant attention from others; and withdrawal from all social interactions,15,C. What is “inappropriate types of behavior or feelings under normal circumstances”?,This characteristic requires documentation that the students inappropriate behavior or fe

20、elings deviate significantly from expectations for the students age, gender and culture across different environments. Verbal threats of physical harm to people or animals Fighting for the sake of fighting Making loud or distracting noises in class for attention Wanting to hurt someone badly when no

21、t given his/her way rapid changes in behavior or mood low frustration tolerance, emotional overreactions, and impulsivity,16,C. What is “inappropriate types of behavior or feelings under normal circumstances”?,When considering “normal circumstances,” the IEP Team should take into account whether a s

22、tudents home or school situation is disrupted by stress, recent changes, or unexpected events.,17,What is “a general pervasive mood of unhappiness or depression”?,This characteristic requires documentation that the students unhappiness or depression is occurring across most, if not all, of the stude

23、nts life situations. The student must demonstrate a consistent pattern of depression or unhappiness in keeping with the criterion, “long period of time” (i.e., several months). In other words, this pattern is not a temporary response to situational factors or to a medical condition.,18,What is “a ge

24、neral pervasive mood of unhappiness or depression”?,Examples of characteristics associated with depression or unhappiness are: persistent feelings of sadness feeling hopeless or helpless suicidal thoughts having low self-esteem and feeling inadequate excessive guilt feelings of wanting to die anhedo

25、nia difficulty with relationships,19,What is “a tendency to develop physical symptoms or fears associated with personal or school problems”?,This characteristic requires documentation that the student exhibits physical symptoms or fears associated with his or her personal or school life. Persistent

26、physical symptoms must have a negative impact on learning. Data needs to be obtained across settings and over time, and medical evidence needs to be obtained to document that the problem does not have a physical origin E.g., headaches, panic attacks, stomach pains, separation anxiety,20,What is “Sch

27、izophrenia”?,The federal definition of emotional disturbance under IDEA includes students with schizophrenia Schizophrenia is a severe mental disorder characterized by psychotic symptoms - thought disorder, hallucinations, delusions, paranoia - and impairment in job/school and social functioning. Co

28、ntrary to the common misconception, schizophrenia does not mean “split or multiple personality.“ And, although people with schizophrenia often are portrayed as violent on television and in movies, that is seldom the case. Schizophrenia is one of the most disabling and puzzling mental disorders. It i

29、s a very rare childhood disorder,21,What is “Social Maladjustment“?,The federal definition of emotional disturbance under IDEA does not include students with social maladjustment. “social maladjustment“a term that is not specifically defined under IDEA . Under IDEA, one category receives special edu

30、cation services (emotional disturbance), while the other (socially maladjusted) receives none.,22,Social Maladjustment,IDEA implies that “socially maladjusted” students “choose” to break societal rules but that students that students with ED break those rules because of their disability In other wor

31、ds, IDEA regards students with emotional or behavioral disorders as victims of their impairments (they have a disability), but considers socially maladjusted students those who consciously choose to make these destructive decisions Obviously, this is a very controversial issue,23,Final Point on Defi

32、nition of Emotional Disturbance,Since the passage of P.L. 94-142 (Education for All Handicapped Childrens Act) in 1975*, only 2 changes have been made to the definition of emotional disturbance:Autism, originally included in this category, became a separate disability category in 19902. Prior to 1997, the term used was “Serious Emotional Disturbance” Under IDEA 97, the name was changed to “Emotional Disturbance” * note-Public Law 94-142 became known as IDEA in 1990.,