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National Association for the Education of Homeless Children and Youth

http://www.naehcy.org/

Education.com reference page for EBD

http://www.education.com/reference/article/emotionalbehavioral-disorders/

NEA's booklet on working with twice-exceptional students

http://www.nea.org/assets/docs/twiceexceptional.pdf

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"For students who are struggling with homelessness, caring educators can make all the difference." Teachers, counselors, and administrators are responsible for making all students feel at home and welcome when they are at school. Often, educators are unaware of the true home lives of their students. This makes it even more important to ensure all students are in a caring, safe, and respectful environment when at school. School may be the only place that is consistent in their lives.

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Twice-Exceptional Students = all students with disabilities who are gifted

Characteristics associated with their gifter peers

strength in problem solving

strong verbal vocabulary

creativity

a sophisticated sense of humor

intense interests in certain areas

Characteristics associated with their other exceptionality

problems with organizational skills

difficulty with attention

low academic self-esteem

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Article 14 - Students with Emotional and/or Behavioral Disorders

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Article 14 - Students with Emotional and/or Behavioral Disorders

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Four Guiding Considerations

1. Reflection

Teachers must learn to be reflective practitioners in order to meet the needs of students with emotional and/or behavioral disorders. One way to reflect, is to collaborate with colleagues to be apart of the diagnostic process and change the way the feel/think about working with these students. Teachers must also reflect interpersonally to reframe their mindset about their work with EBD students.

2. Relationships

It is imperative that teachers of EBD students work to build positive and working relationships with those students. Teacher must establish a sense of trust sincerity with the child to keep the child's attitude focused and positive. Another important role the teacher plays is facilitating opportunities to build positive relationships with their peers. By knowing the students and getting to learn their strengths, the teachers can give them leadership and special roles in the classroom to "show off" their skills.

3. Roles

A teacher, especially one who works with EBD students, must establish clear roles in the classroom. It is important the students are aware that the teacher is the "leader" in the room. That being said, there should also be opportunities for the students to take on leadership roles and demonstrate their skills both socially and academically.

4. Resources

Teachers must take advantage of the resources available to assist them in working with EBD students. These resources include, but are not limited to, IEP documents, web sources, books, textbook, and colleagues.