Emotional And Behavioral Disability Of Children And Adolescent Health Essay

Emotional And Behavioral Disability Of Children And Adolescent Health Essay

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More than two million students in the United States experience a type of emotional/behavioral disability (Data Resource Center for Child and Adolescent Health, 2005/2006). According to the Georgia Department of Education, an emotional and behavioral disorder is an emotional disability that is categorized by:
(i) An inability to build or maintain satisfactory interpersonal relationships with peers
and/or teachers. For preschool-age children, this would include other care providers.
(ii) An inability to learn which cannot be adequately explained by intellectual, sensory or
health factors.
(iii) A consistent or chronic inappropriate type of behavior or feelings under normal
conditions.
(iv) A displayed pervasive mood of unhappiness or depression.
(v) A displayed tendency to develop physical symptoms, pains or unreasonable fears
associated with personal or school problems.

This spectrum of disabilities includes, but is not limited to: attention-deficit hyperactivity disorder, autism, bi-polar disorder, anxiety, obsessive-compulsive disorder, and clinical depression (Kids Mental Health, 2009).
Partial and Full Inclusion
The Individuals with Disabilities Education Act (IDEA) is a law that requires schools to serve the educational needs of students with disabilities. Schools evaluate the students that have disabilities, including learning disabilities; not every child with learning and attention issues qualifies for special education services under IDEA. Partial inclusion refers to the approach where students are placed to an appropriate extent in the regular classroom they would otherwise be attending (Wisconsin Education Association Council, 2001). This approach brings the services to the child and only requires that the child...


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...ts with E/BD has resulted in increased socialization and academic achievement (Austin, 2001). While these skills are learned gradually and informally, it benefits the student greatly to be included in the classroom. If the students are exposed to peers and can learn at their own pace how to interact socially and academically, they will have a more successful school experience that will lead to an easier transitional phase.
Conclusion
While students with E/BD are seen as difficult and are usually out-casted from the rest of their peers, they deserve the same educational environments as students who do not have special education needs. Research is now available on how to best implement, interact, and teach students with E/BD. With all this new information, inclusion that best fits the individual students’ needs is not a thing of the future, it is a necessity of now.

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