Providing Support For Students with Emotional Distrubances

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Recommended: Philosophy of special education

SPE 600 Current Issues in Special Educational : Theoretical Practice and Procedures

Spring 2011

Providing Support For Students with Emotional Distrubances

As a Paraprofessional I have worked with many Special education populations. The most perplexing however was working with students diagnosed with Emotional behavior disturbances. The teacher that I supported has little training in dealing with students with this diagnosis. The level of frustration was always at a maximum. The teacher explained to me that he had just been thrown into the unit and had never had any formal introduction or training in dealing with this population. The administration had only looked at the fact that he was highly qualified in all subjects areas.

The teacher and I worked together for a year in the Social Behavior Skill unit and along with the district trainer we were provided the neccessary training in dealing with this particular population. The perceptions and myths that we originally had were dispelled, these were not just bad kids, they had valid diagnosis and the SBS unit had a specific purpose.

Students with Emotional Distrubed Label

In working with children that are diagnosed with Emotional Behavior Disturbances teachers face the daunting task of dealing with the diagnosis and providing beneficial educational environments. In fact, most children are considered problematic by at least one their teachers during their school years (Rubin & Barlow, 1978). Children with information processing and cognitive disorders, such as learning disabilities, mild mental retardation, and attention deficit hyperactive disorders, typically p...

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... (1968). Personality and assessment. New York: Wiley.

Nelson, C. M., Scott, T. M., & Polsgrove, L. (1999). A revisitation of the behavioral perspective on emotional and behavioral disorders: Assumptions and their implications for education and treatment. CEC Monograph Series. Reston, VA: Council for Exceptional Children.

Rieth, J. H., & Sindelar, P. T., & Sorrells A. M., (2004). Critical Issues in Special Education: Access, Diversity, and Accountability.

Rubin, R. A., & Barlow, B. (1978). Prevalence of teacher identified behavior problems: A longitudinal study. Exceptional Children, 45, 102-111.

Walker, H. M., & Hops, H. (1993). The RECESS program for aggressive children. Seattle, WA: Educational Achievement Systems.

Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: strategies and best practices. Pacific Grove, CA: Brooks/Cole.

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