https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww Exceptional Children; An Introduction to Special Education (Q#10-13) en-us 2020-07-19 17:04:35 UTC 2023-02-25 08:52:32 UTC hello@padlet.com https://images-na.ssl-images-amazon.com/images/I/51dd1PS2fTL._SX342_QL70_.jpg sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659417747 Under IDEA, the key components in defining emotional disturbance are: “an inability to learn that cannot be explained by intellectual, sensory, and 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, or a tendency to develop physical symptoms or fears associated with personal or school problems,” and that “emotional disturbance includes schizophrenia” (Heward, Alber-Morgan, & Konrad, 2018, p. 181). The Council for Children with Behavioral Disorders, or CCBD, defines emotional or behavior disorders as, “a disability that is characterized by emotional or behavior responses in school programs so differently from appropriate age, cultural or ethnic norms….that general education inventions would be insufficient, and a disability that co-exists with other disabilities and includes schizophrenic disorder, affective disorder, anxiety disorder” (Heward, Alber-Morgan, & Konrad, 2018, p. 182-183) and more.]]> 2020-07-21 17:37:23 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659417747 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659417991 Some of the causal factors associated with emotional disturbance or behavior disorders are biological factors (brain disorders, genetics, temperament and environmental factors (home, school, community) (Heward, Alber-Morgan, & Konrad, 2018, p. 193-194).]]> 2020-07-21 17:37:48 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659417991 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659418255 In the classroom, externalized behaviors associated with emotional disturbance or behavioral disorders are: getting out of their seats, yelling, talking out, and cursing, disturbing peers, hitting or fighting, ignoring the teacher, complaining, arguing excessively, stealing, lying, property destruction, temper tantrums, and non-compliance. (Heward, Alber-Morgan, & Konrad, 2018, p. 183). Many of the internalized behaviors associated with emotional disturbance, or behavioral disorders, in children and youth are seen as immaturity. “These children seldom play with others their own age. They lack the social skills needed to make friends and have fun, and they often retreat into daydreams and fantasies” (Heward, Alber-Morgan, & Konrad, 2018, p. 184).]]> 2020-07-21 17:38:14 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659418255 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659418642 “Students with emotional or behavioral disorders are served across the continuum of educational placements” (Heward, Alber-Morgan, & Konrad, 2018, p. 211). The continuum consists of general education classrooms, resource rooms, separate classrooms, special schools, correctional facilities, residential schools, and home or hospital placements. In my personal experience, students with emotional or behavior disorders may spend their days in a mixed schedule of general education classrooms and special education classrooms (resource rooms or separate classrooms). Many times, this is to receive specific social skills instruction, or implement a social emotional curriculum for the student that could include self-advocacy skills, behavior management, and mindfulness training.  (Heward, Alber-Morgan, & Konrad, 2018, p. 211).]]> 2020-07-21 17:38:49 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659418642 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659421071 [Image]. (2019, September 4). Retrieved July 21, 2020 from https://edulastic.com/blog/social-emotional-learning/

]]> 2020-07-21 17:42:30 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659421071 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659426498 [Image]. ( 2019, July 25). Retrieved July 21, 2020 from https://praacticalaac.org/praactical/praactically-visual-supports-for-self-regulation-understanding-expectations/

]]> 2020-07-21 17:50:21 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/659426498 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/660407853 HEWARD, W. L. (2018). EXCEPTIONAL CHILDREN: An introduction to special education. UPPER SADDLE RIVER: PEARSON.]]> 2020-07-22 20:11:16 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/660407853 sontoshaorbin https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/660429750 2020-07-22 20:48:57 UTC https://padlet.com/sontoshaorbin/m5s7wyfdmhshctww/wish/660429750