https://padlet.com/f248161/wo4afd5whws0q8wp part 3 of 3 en-us 2020-09-20 21:33:49 UTC 2020-09-20 21:42:22 UTC hello@padlet.com f248161 https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762414208
By the IDEA definition, if a student is unable to learn and those factors are not due to intellectual, sensory or health factors, is unable to build or maintain social relationships with peers and staff, they experience inappropriate behaviors or feelings under normal circumstances, they display a pervasive mood of depression or unhappiness, and may have a tendency to develop physical symptoms associated with personal or school problems, they may be found to be emotionally disturbed or impaired. Emotional disturbance may include schizophrenia, but IDEA adds the caveat that these criteria do not apply to a student who is socially maladjusted unless they fit the criteria above (Heward et al., 2018, p.183).]]> 2020-09-20 21:35:25 UTC https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762414208 f248161 https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762414702
There are often no single cause of a student’s emotional disturbance or disability and it can be difficult to pinpoint the causal factors, and impact may involve a complex myriad of factors. Those can include brain disorders or genetics; differences in temperament and resilience; and environmental factors in the home, school and community (Heward et al., 2018, pp. 192-194).]]> 2020-09-20 21:35:55 UTC https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762414702 f248161 https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762415113
Children who fit emotional disturbance criteria generally have behavior that fits one of two patterns. Their behavior falls outside of the norm for peers, and may be either of an external nature or internal nature. Externalizing behaviors display themselves as acting out, antisocial, non-compliance or aggressive behavior with higher frequency than one would expect for same-aged peers. They may be in a constant state of conflict with others and have difficulty maintaining relationships. Internalizing behaviors present quite the opposite but can nevertheless be detrimental to a child’s development. They may be withdrawn, immature, antisocial, fearful, anxious or depressed. There is a danger that because of their withdrawn nature, that they are at risk of not being identified although the impact of their maladaptivity is no less dangerous (Heward et al., 2018, pp. 184-187).]]> 2020-09-20 21:36:27 UTC https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762415113 f248161 https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762415636 Depending upon the severity of their behaviors and needs, students who have emotional disturbance and behavior disorders are educated in a variety of settings on a continuum.  Many can be educated in general education settings with frequent support or pull out support to a resource room. Some are educated in self-contained classrooms for all or part of the school day.  Still others may need more intensive support in a separate school, correctional institution, residential school or hospital type setting.  It is important to match the environment for support with the student’s needs, both academically and emotionally (Heward et al., 2018, pp. 212-213).]]> 2020-09-20 21:36:58 UTC https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762415636 f248161 https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762416749 Heward, W. L., Alber-Morgan, S., & Konrad, M. (2018). Exceptional Children: an introduction to special education. Pearson. ]]> 2020-09-20 21:38:07 UTC https://padlet.com/f248161/wo4afd5whws0q8wp/wish/762416749