# data[].attributes.headline
Also referred to as EBD, ED, BD, Emotional Disturbance, Serious Emotional Disability, or Mental Illness

# data[].attributes.subject
Also referred to as EBD, ED, BD, Emotional Disturbance, Serious Emotional Disability, or Mental Illness

# data[].attributes.body
IDEA's definition of EDs and BDs is

“…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.”

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.

(Council for Exceptional Children, n.d.)

# data[].attributes.body
There are three classifications of EBD: externalizing behavior (aggression, non-compliance, delinquency, etc), internalizing behavior (withdrawl, lack of interest, no affect, etc.), and low-incidence conditions (unprovoked outburts, incoherence, lack of emotional responsiveness). (Smith, Tyler, Skow, 2018)

Many children may exhibit some of these internalizing and externalizing behaviors, but that does not mean they have an EBD. Children who present these behaviors for a long period of time and across different stages of development. (Center for Parent Information and Resources, 2017, December)

# data[].attributes.headline
Identification Procedures & Service Delivery

# data[].attributes.subject
Identification Procedures & Service Delivery

# data[].attributes.body
If your child has an EBD, or you suspect that your child has and EBD, you are entitled to free testing for your child to see if they qualify for special education services.

Your child's school might also recommend testing based on behaviors they have seen in school. For a child to be tested, parents must always give consent.

In most cases, the school psychologist or a team of psychologists will complete testing. They are required to do several different types of tests which help determine a child's needs. Some of the things they look at are social-emotional history, overall health, academic performance, communicative status, and general intelligence. In other cases, EBDs are diagnosed by a medical professional.

The purpose of testing is to figure out not only what type of EBD your child has, but also to determine what services would best suit your child in his/her Individual Education Plan (IEP) or 504. Not all children who have EBD need special education services and therefore do not need an IEP or 504; they only need services if their EBD negatively affects their educational performance. Children with EBD who do need services may need a variety, including but not limited to counseling services, social skills development, and educational accommodations and/or adaptations.
(Center for Parent Information and Resources, 2017, September)

Most student with EBD learn in a general education classroom and are pulled out for services. Inclusion gives children the opportunity to have a normalized educational experience with their peers. If a student's EBD causes him/her to disrupt the learning of classmates (ie sudden outbursts, emotional escalation that puts the student or others in danger, or other majorly distracting behavior) they may be placed in a self-contained classroom with more adult supervision and fewer peers. If this is the case, they may be able to go into their general education classroom on a schedule and based on how their EBD is effecting them on that given day.

# data[].attributes.body
Providing Options
Students with EBD may benefit from having options to choose what they want to do and when. Providing them with options gives them a sense of control over situations; their options are related to educational tasks that they must complete, but they are often able to complete them on their timeline.

Small-group Instruction
Small groups allow teachers to spend more individualized time with students because they do not have to worry about an entire classroom. This allows teachers to give more feedback about work and  behavior, and provide support for those things when students need it.

Preferential Seating
By strategically placing students at a certain place in the classroom, teachers can help manage EBD. For some it may by that they need to be near where the teacher stands because they need behavior prompts. For others, they may need to sit away from certain peers who distract them.

Extended Time for Tests and Assignments
Extended time can be helpful for students who experience symptoms that cause their mood to fluctuate; since they are unable to control when these fluctuations occur, extra time ensures they can get assignments completed when they are well.

(Smith, Tyler, Skow, 2018)

# data[].attributes.body
Small Social Skills Groups
Groups provide structure for learning specific skills; they often include learning through games and activities that teach kids certain skills to help them determine behavior and social goals.

Visual Schedules and Clear Behavioral Expectations
Schedules provide many students with a sense of stability because they are able to see what their day will look like, as opposed to being distracted by wondering what will happen next. Clear behavior guidelines that are displayed in the classroom serve as reminders for students, and teachers are able to point students to those rules.

Cue Cards
Cue cards are a tool that students can lay on their desk; they may be color-coded or have certain pictures that mean certain things. By turning over cue cards, students are able to communicate with their teacher without having to raise their hand and verbally express their needs or concerns. This is helpful if a student needs to take breaks more often than others or often has questions that they feel uncomfortable asking in front of their peers.

School-based Therapy or Counseling Services
Some schools have in-school therapists who work for partnering organizations but provide school-based services. This can be helpful for student who need therapy to help manage their EBD because school becomes a place for which students emotional and educational needs are provided.

# data[].attributes.body
Center for Parent Information and Resources. (2017, December 17). Emotional disturbance. Retrieved September 22, 2020, from https://www.parentcenterhub.org/emotionaldisturbance/

Center for Parent information and Resources. (2017, September 9). Evaluating school-aged children for disability. Retrieved September 24, 2020, from https://www.parentcenterhub.org/evaluation/

Council for Exceptional Children. (n.d.). Behavior disorders: Definitions, characteristics & related information. Retrieved September 22, 2020, from https://community.cec.sped.org/ccbd/about/ebddefintion.

Smith, D., Tyler, N. & Skow, K. (2018). Introduction to contemporary special education: New Horizons. New York, NY: Pearson.

# data[].attributes.body
Oppositional Defiance Disorder

Conduct Disorder

Anxiety Disorder

Eating Disorder

Depression

Obsessive-Compulsive Disorder

Bipolar Disorder

Psychotic Disorder

# data[].attributes.headline
PACER Resource Guide for Parents of Children with EBD

# data[].attributes.subject
PACER Resource Guide for Parents of Children with EBD

# data[].attributes.body
Provides parents and educators with resources and tools to navigate the "world of special education" and advocates at a federal level for special education policies.

# data[].attributes.attachment_link.description
Families of children with mental health, emotional and behavioral needs often navigate multiple systems to access necessary supports and services. Families may also face additional challenges due to stigma about mental health. PACER’s Inspiring Opportunities Project will bring together parents, yout…

# data[].attributes.body
The Exceptional Children's Assistance Center is located in North Carolina and provides families with resources and information about their child's needs. Follow this link to a list of fact sheets designed to help parents understand their child's educational rights, as well as information and interventions about your child's specific needs.

# data[].attributes.attachment_link.provider_name
Exceptional Children's Assistance Center (ECAC)

# data[].attributes.attachment_link.description
All Categories Communications Forms Parent Rights Webinars and Videos View all resources View resources by category Edit Template Select a category 504 Accommodations Advocacy Autism Behavior Communication Conflict / Dispute Resolution Developmental Delay Early Childhood Early Intervention Family Engagement Family Engagement Month 2021 General IDEA IEP Inclusion Juvenile Justice Learning Disability Literacy LENS Mental Health ...

# data[].attributes.body
Another NC resources that serves families across the state: "We connect the dots between families, schools and government agencies to find out how to create the best network of support around each of our clients."

# data[].attributes.attachment_link.readable_text
FIRST connecting the dots for persons with disabilities and their families.

What can F I R S T do for you?

FIRST offers comprehensive services both for persons with disabilities and the people who love and support them. We connect the dots between families, schools and government agencies to find out how to create the best network of support around each of our clients. These systems and their rules change a lot, but we always know when they do and how to maneuver these changes. We provide answers. FIRST can:

Work with you to identify, gain access to, and advocate for community resources

Provide information and support about your child's special needs

Help you understand the education system and your child's education plan

Provide parent training for families with young children with autism that will lead to better communication, as well as increased positive behavior and social skills

Provide early intervention services for your young child and family

Provide information and coordinate services that help your older child transition to adulthood and gain independence

Advise you about steps your family can take to advocate for your child

Work with you to advocate for institutional, governmental, educational change that better supports people with disabilities and special needs

Train educators and agency staff about educational issues, including the specific needs of preschoolers and students with disabilities

Many of the staff members at FIRST are parents of children with special needs or disabilities. We truly know how overwhelming and confusing it can be to find resources and support for someone you love. In order to aid others through this process, the FIRST team is dedicated to supporting our clients and passing along their professional expertise and knowledge.

Our team members are trained in early intervention, special education law and procedures, community support and resources, specific mental and developmental disabilities, and associated issues. The team members at FIRST will serve as some of the greatest allies in providing you the support, services, and resources you need to make your future with special needs and disabilities bright and supported!

FIRST celebrates serving families in Western North Carolina since 2002.

# data[].attributes.attachment_link.description
FIRST connecting the dots for persons with disabilities and their families. FIRST offers comprehensive services both for persons with disabilities and the people who love and support them. We connect the dots between families, schools and government agencies to find out how to create the best network of support around each of our clients.

# data[].attributes.headline
Council for Exceptional Children Resource Sheet for Teachers and Schools

# data[].attributes.subject
Council for Exceptional Children Resource Sheet for Teachers and Schools

# data[].attributes.body
The Council for Exceptional Children has both a national chapter, as well as NC chapter. This organization provides support and resources for schools and teachers, as well as advocates on the state and federal level for special education policies.(https://exceptionalchildren.org/)
The document linked through this post is a resource guide created by CEC's Council for Children for Behavioral Disorders (http://www.ccbd.net/home) to help educators find resources and programming to fit the needs of these students.

# data[].attributes.headline
Henderson County Public Schools EC Department

# data[].attributes.subject
Henderson County Public Schools EC Department

# data[].attributes.body
Information from my old school district that gives quick guidance to parents about EC services and offers links to state-level and other agencies that might be able to help support. There is also an informational video that is very helpful for understanding EC services and the role of different individuals in the school.

# data[].attributes.attachment_link.readable_text
Parents are an important partner in education. Parents and schools must work closely together when addressing the needs of students with disabilities. The school staff that works directly with the student should be contacted first when the parent has a concern. The school level administrator may also help address concerns of parents. District level administrators are available to consult on programmatic issues as well as individual student needs.

The Role of Related Service Personnel: The 14-minute video below describes the role of school psychologists, occupational therapists, physical therapists and speech language pathologist working in public schools. School-based practitioners and an Exceptional Children Director describe how educationally relevant evaluations are conducted, how IEP teams decide the need for services, and how interventions for students with disabilities occur in the least restrictive school environment.
Video in English Video in Spanish
The following links may provide helpful information in working with your child and the school staff.

Provide us with input on your last IEP meeting here

North Carolina Public Schools Exceptional Children's Division

Procedural Safeguards: Handbook on Parent's Rights

Procedural Safeguards: Handbook on Parent's Rights (Spanish)

North Carolina Parent's Center

Autism Society of North Carolina

Parent IEP Checklist: Prepare and Participate
Annual Written Notification Parent Consent for Medicaid Billing Notification E-mail Listserv: Exceptional Children Information for Parents Directions for E-mail Listserv

# data[].attributes.attachment_link.description
Parents are an important partner in education. Parents and schools must work closely together when addressing the needs of students with disabilities. The school staff that works directly with the student should be contacted first when the parent has a concern. The school level administrator may also help address concerns of parents.

# data[].attributes.body
The NC Department of Public Instruction EC Department has a website that is filled with information for educators - from FAQs to the legal parameters of EC.

# data[].attributes.attachment_link.description
North Carolina Department of Public Instruction Exceptional Children Division website contains resources for parents, teachers, and administrators.

# data[].attributes.body
This webpage is a great resource from my school district for finding quick answers to questions teachers might have about EC services.

# data[].attributes.attachment_link.readable_text
Answer: According to the Individuals with Disabilities Education Act (IDEA), the LEA must ensure that - to the maximum extent appropriate, children with disabilities are educated with children who are non-disabled

Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Placement decisions must be based on a child's unique needs and IEP, not on administrative convenience, disability/program label, or allocation of funds. Special education is not a place. It's a set of services and supports.

LRE is determined at least annually for each child based on his or her IEP

The opening question when discussing LRE for a student is:

Given the age and assigned grade level of the child, and considering ALL of the general education opportunities this child would have if he/she were NOT a child with a disability, how can this child participate and progress in regular classes and nonacademic settings with the use of supplementary aids and services?

The LRE consideration on the continuum always begins in the regular education classroom and must be considered for the provision of nonacademic and extracurricular services and activities. LRE should always be as close as possible to the child's home.

(The Least Restrictive Environment, Training PPT, NC-DPI Exceptional Children Division, 2013)
Question: What is the continuum of services?
Answer: The continuum of services is a range of services that must be available to students with disabilities so they can be served in the least restrictive environment. Each LEA must have a continuum of alternative placements to meet the needs of students with disabilities for special education and related services. The continuum refers to the entire spectrum of placements where a student's special education program can be implemented.

A child with a disability may not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum.

(The Least Restrictive Environment, Training PPT, NC-DPI Exceptional Children Division, 2013)
Question: What do the terms "mainstreaming," "integration," "full inclusion" and "reverse mainstreaming" mean? Question: What does "educational setting" mean?
Answer: None of these terms appears or is defined in federal or state statutes. They are terms that have been developed by educators to describe various ways of meeting the LRE requirements of special education law. The definitions below are the most commonly used.

Mainstreaming refers to the placement of a student with disabilities into ongoing activities of regular classrooms so that the child receives education with nondisabled peers - even if special education staff must provide supplementary resource services. Integration includes mainstreaming into regular classes and access to, inclusion, and participation in the activities of the total school environment.

Integration combines placement in public schools with ongoing structured and non-structured opportunities to interact with nondisabled, age-appropriate peers. A student with severe disabilities should be able to participate in many general school activities - such as lunch, assemblies, clubs, dances or recess. The student should also be able to participate in selected activities in regular classes - such as art, music, or computers. The student should also be able to participate in regular academic subjects in regular classes if appropriate curriculum modifications are made, and adequate support is provided. The student should be able to use the same facilities as nondisabled students- including hallways, restrooms, libraries, cafeterias and gymnasiums. Integration can refer to the integration of a special education student into a regular education classroom in the same sense as in "mainstreaming." However, "integration" also refers to the placement of students in special education classes located on integrated school sites (that is, sites that have both special and regular education classes). An "integrated" placement includes systematic efforts to maximize interaction between the student with disabilities and nondisabled peers.

Full inclusion refers to the total integration of a student with disabilities into the regular education program - with special support. In full inclusion, the student's primary placement is in the regular education class. The student has no additional assignment to any special class for students with disabilities. Thus, the student with disabilities is actually a member of the regular education class. She is not being integrated or mainstreamed into the regular education class from a special day class. The student need not be in the class 100% of the time, but can leave the class to receive supplementary services such as speech or physical therapy.

Reverse Mainstreaming refers to the practice of giving opportunities to interact with nondisabled peers to a student who is placed in a self-contained or segregated classroom (or school) or who lives and attends school at a state hospital. It brings nondisabled students to a segregated site or to state hospital classrooms for periods of time to work with or tutor students with disabilities. School districts should not attempt to fulfill the LRE mandate by using reverse mainstreaming exclusively. They should make systematic efforts to get students with disabilities out of special classrooms and into the school's integrated environments. Reverse Mainstreaming alone is an artificial means of integration. The Individual Education Program (IEP) team should consider placements that encourage more natural interaction with nondisabled peers

SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 7 Information on Least Restrictive Environment ( http://www.disabilityrightsca.org/pubs/504001Ch07.pdf)

Answer: Students with disabilities most can receive special education in one of the following educational settings based on the least restrictive environment as determined by the student's IEP team:

1. Regular Setting: Students with disabilities who receive the majority of their education program, 80% or more of the day, with non-disabled peers.

2. Resource Setting: Students with disabilities who receive general education 40% - 79% of the day with non-disabled peers.

3. Separate Setting: Students with disabilities who receive general education 39% or less of the day with non-disabled peers. This does not include students who receive their education at public or private separate day centers or residential facilities.

4. Separate School: Students with disabilities who require a specially designed program of an intensive level for behavioral health and/or educational issues. Placement in a public or private separate school is determined by an IEP team.

5. Residential Facility: Students with disabilities, who require a more intensive level of service, need treatment for disorders such as oppositional defiant disorder, conduct disorder, depression, bipolar, ADHD, or specific educational issues. These facilities are clinically focused and primarily provide behavior management and treatment for students with serious emotional and/or behavioral issues. Placement in a residential facility is determined by an IEP team.

6. Home/Hospital: Students with disabilities placed Home/Hospital on the continuum of services within their IEPs have the opportunity to receive short-term educational services in the home or a designated location. Home/Hospital Service Delivery is determined by the IEP team on the basis of: (1) a documented Medical Issues (2) a documented Behavioral Issues (3) as a result of a Long-Term Suspension or (4) as a result of a series of short-term suspensions that have exceeded a total of 10 days. Home/Hospital Educational Services are temporary with the goal of providing support until the student can successfully return to school. Home/Hospital Instruction does not duplicate classroom instruction.

Preschoolers with disabilities most can receive special education in one of the following educational settings:
Question: What is the role of the Individual Education Program (IEP) team in developing the IEP? Question: What is the membership of the Individual Education Program (IEP) team?

1. Home - Not RECP or SEP

2. RECP 10 hours or more - other location

3. RECP 10 hours or more

4. RECP less than 10 hours

5. RECP less than 10 hours - other location

6. SEP Residential Facility

7. SEP Separate Class

8. RECP: Regular Education Childhood Program

9. SEP: Separate

Question: What EC services can preschool students with disabilities receive? Question: What are related services?
*RECP - Regular Early Childhood Program (e.g. Head Start, NC-PK, Daycare)

Answer: The Individual Education Program team is responsible for developing, reviewing and revising the IEP document after a child has been determined eligible for special education services. The IEP team talks about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. The child begins to receive services as soon as possible after the IEP is written and this consent is given. The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement. If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation or a due process hearing. They may also file a complaint with the state education agency. At least every three years a child's eligibility for special education services must be revisited through the re-evaluation process.

Answer: The term "IEP team" means a group of individuals composed of:

The parents of a child with a disability;

Not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment)

Not less than one special education teacher, or where appropriate, not less than one special education provider of such child

A representative of the local education agency (LEA) who is: qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; knowledgeable about the general education curriculum; and knowledgeable about the availability of resources of the LEA

An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above

At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate

Whenever appropriate, the child with a disability

Answer: Under Section 619 of Part B of IDEA, eligible children 3, 4, and 5 years of age have the same protections under IDEA as school - age children. Section 619 of Part B of IDEA, guarantees a free appropriate public education (FAPE) to children with disabilities age three through five. Preschool children with disabilities are entitled to Special Education and Related Services in the Least Restrictive Environment (LRE). The IEP team will determine services based on the student's needs and outline these services in the IEP. Services can be delivered in a general preschool school, child care, or Head Start setting or in a combination of these settings with special education. As much as possible, preschool children with disabilities need to spend time in early childhood settings in order to learn the "give and take" of play, to hear normal spoken language and to learn pre-reading and other cognitive learning skills presented in the regular preschool curriculum. Preschool-age children with disabilities are first and foremost children and need to be with their same age peers. Each child's team must take the individual child's needs into account when deciding on the best educational environment.

Answer: The purpose of a related service is to assist the student in benefiting from special education. Students must first have a primary area of eligibility before accessing related services. Related services are not stand alone services. When determining whether or not a student requires related services the IEP team must discuss whether or not the student can make benefit from his or her special education goals without the support of the related service. Students do not have to meet "eligibility requirements" for a related service. Before accessing related services the student has already been determined eligible for special education. He or she is considered eligible for related services if these services are needed for the student to benefit from special education. Even though test scores do not determine eligibility for related services the team may consider scores and performance on speech/language evaluations to assist in determining if the child has a disorder in speech. Speech is one of the 14 areas of eligibility. In order to be considered eligible for speech language services students must meet the eligibility guidelines as defined in the Policies Governing Services for Students with Disabilities - NC 1503-2.5 (12). Speech can also be a related service for students who are identified in other eligibility areas and if they require speech/language services in order to benefit from special education. To sum it up, related services must be needed to assist the student in benefiting from special education goals. Since related services are tied to the special education goals in this way, the IEP team must consider the primary area of eligibility and the goals of the IEP when determining the need for related services. Related services may be added or deleted only through the reevaluation process.

# data[].attributes.attachment_link.description
Answer: According to the Individuals with Disabilities Education Act (IDEA), the LEA must ensure that - to the maximum extent appropriate, children with disabilities are educated with children who are non-disabled Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.