1.The Federal Government describes students with emotional or behavioral disorders in IDEA ’04, by using the term emotional disturbance. IDEA defines it as “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: -An inability to learn that cannot be explained by intellectual, sensory, 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. -A general pervasive mood of unhappiness or depression. -A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.” 2.The developmental characteristics of persons with externalizing social and emotional disorders include hyperactivity, aggression, and delinquency. Those with this disorder has tantrums is very hostile and argumentative, and causes or threatens physical harm to people or animals. They also ignore teachers' reprimands and use obscene gestures. 3.If I was a special education and had a child with this disability I would do anything that I could do to help the child get the best educational experience possible. I would first choose an effective teaching method in order for me to get through to the student. I would adapt my lesson plans so that the student could better understand the material. I would also be in constant communication with the parents making sure they know how their child is doing and how and if they are improving. 4.There are many resources that are available to a special education teacher now a days. There are several websites that can be very helpful. One website that is very helpful is the CEC website. The website provides a lot of information the special education and can be helpful if I as a teacher encounter a problem. Another good website is edutopia.org which gives idea on how to incorporate technology into the curriculum. This is can be a good way to switch up lessons. The Youth Consultation Service is an agency that provides programs and services geared to infants and preschoolers. The National Institute of Mental Health is another agency that provides information and treatment of mental health disorders. People in the school can also be a great resource. The principal can give you advice on a situation because she has had a lot of experience dealing with various situations. Also fellow teachers can also help give you tips and ideas on how to get through to students with social and emotional externalizing disorders.
Children in grades K-5 with social and emotional externalizing disorders can not always learn in a classroom setting. They have an inability to learn, cannot build strong relationships, are disruptive, and do not listen. Therefore it would be very difficult to implement them in a classroom with other children. However, it is not impossible. Academically, I would have a tutor for the child who would further develop the lesson the teacher is teaching. I would find a method that works for the student in order to have some understanding as to what is being taught. If I were the teacher then in addition to the tutor, I would work one-on-one with the student during class time when the other students are doing work silently by themselves. I would not want to single out the student, therefore I would treat each student the same and if someone else needed help I would also work one-on-one with them if they needed individual attention. Behaviorally, I would find a method to motivate the student to not want to misbehave. Since they are still young I could have sticker chart for the class and every time a student does something good they would get a sticker, but if they misbehave or are disruptive, a sticker would get taken away. At the end of the week or the month the person with the most stickers would get rewarded. This may work to motivate the student with the disorder to want to be good so he or she will be the one to get rewarded. If this does not work I would try other methods that would get the child to listen more attentively and stop being distracting to the other students. Socially, students with this disorder cannot always make friends since they pose a threat to the physical well-being of everyone. In order for the student to get along with classmates I would keep a close eye on the student whenever he or she is socializing with another student. I would have group work to get the student involved and wanting to participate. Another reason they may have difficulties making friends is because people with this disorder have a tendency to be depressed or unhappy. Everyday, I would find a different way to make the child happy or put a smile on everyone’s face. This could be a set 5 minutes designated to happy time where all problems would disappear and only smiles and giggles are allowed in the class. Hopefully, at least one of the solutions would help implement the child in a K-5 classroom.
2 comments:
1.The Federal Government describes students with emotional or behavioral disorders in IDEA ’04, by using the term emotional disturbance. IDEA defines it as “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:
-An inability to learn that cannot be explained by intellectual, sensory, 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.
-A general pervasive mood of unhappiness or depression.
-A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.”
2.The developmental characteristics of persons with externalizing social and emotional disorders include hyperactivity, aggression, and delinquency. Those with this disorder has tantrums is very hostile and argumentative, and causes or threatens physical harm to people or animals. They also ignore teachers' reprimands and use obscene gestures.
3.If I was a special education and had a child with this disability I would do anything that I could do to help the child get the best educational experience possible. I would first choose an effective teaching method in order for me to get through to the student. I would adapt my lesson plans so that the student could better understand the material. I would also be in constant communication with the parents making sure they know how their child is doing and how and if they are improving.
4.There are many resources that are available to a special education teacher now a days. There are several websites that can be very helpful. One website that is very helpful is the CEC website. The website provides a lot of information the special education and can be helpful if I as a teacher encounter a problem. Another good website is edutopia.org which gives idea on how to incorporate technology into the curriculum. This is can be a good way to switch up lessons. The Youth Consultation Service is an agency that provides programs and services geared to infants and preschoolers. The National Institute of Mental Health is another agency that provides information and treatment of mental health disorders. People in the school can also be a great resource. The principal can give you advice on a situation because she has had a lot of experience dealing with various situations. Also fellow teachers can also help give you tips and ideas on how to get through to students with social and emotional externalizing disorders.
Children in grades K-5 with social and emotional externalizing disorders can not always learn in a classroom setting. They have an inability to learn, cannot build strong relationships, are disruptive, and do not listen. Therefore it would be very difficult to implement them in a classroom with other children. However, it is not impossible. Academically, I would have a tutor for the child who would further develop the lesson the teacher is teaching. I would find a method that works for the student in order to have some understanding as to what is being taught. If I were the teacher then in addition to the tutor, I would work one-on-one with the student during class time when the other students are doing work silently by themselves. I would not want to single out the student, therefore I would treat each student the same and if someone else needed help I would also work one-on-one with them if they needed individual attention. Behaviorally, I would find a method to motivate the student to not want to misbehave. Since they are still young I could have sticker chart for the class and every time a student does something good they would get a sticker, but if they misbehave or are disruptive, a sticker would get taken away. At the end of the week or the month the person with the most stickers would get rewarded. This may work to motivate the student with the disorder to want to be good so he or she will be the one to get rewarded. If this does not work I would try other methods that would get the child to listen more attentively and stop being distracting to the other students. Socially, students with this disorder cannot always make friends since they pose a threat to the physical well-being of everyone. In order for the student to get along with classmates I would keep a close eye on the student whenever he or she is socializing with another student. I would have group work to get the student involved and wanting to participate. Another reason they may have difficulties making friends is because people with this disorder have a tendency to be depressed or unhappy. Everyday, I would find a different way to make the child happy or put a smile on everyone’s face. This could be a set 5 minutes designated to happy time where all problems would disappear and only smiles and giggles are allowed in the class. Hopefully, at least one of the solutions would help implement the child in a K-5 classroom.
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