the emotionally impaired student lisa steiner ann kezhaya

1. The Emotionally ImpairedStudentLisa Steiner Ann Kezhaya

4. How can a classroom for emotionally impaired children help a student? Teachers who work in the classroom for emotionally impaired are trained in ways to help students cope with emotional and behavioral difficulties.� Their focus is to help students through out the school day with the emotional and or behavioral issues that may occur.� Many teachers provide direct instruction in order to address academic needs.� �Teachers also help to teach, model and reinforce appropriate behaviors and social skills.� These skills are to be used both inside and outside of the academic arena. Teachers and staff assigned to the program design and implement plans to facilitate a child�s success in school by addressing their very unique and varied needs.

5. What programming options are available to students with emotional impairments? Students with emotional impairments can receive educational programming through a continuum of service, from resource room consultation through full time self contained placement in a categorical program.� At an IEPT meeting a student�s program is individually determined.� The amount of emotional, behavioral and educational support required helps to determine the amount of time spent with a special education teacher. School social workers and or psychologists work with individual students, their families and teachers to help students achieve success in schools.

6. The Kids Who are DifferentBy: Digby Wolfe

7. What is it? Emotionally impaired students have trouble functioning in a regular classroom. They display behavior problems that interfere with the social and academic learning process. They are disruptive or they tend to withdraw from others. They are unable to maintain satisfactory interpersonal relationships in school. The behavior and the needs of the emotionally impaired student are the same as those of other youngsters but they display inappropriate behavior more frequently and over a longer period of time.

8. Tendency to develop physical symptoms (stomach ache, headache, etc.) when faced with fears as they relate to school and personal issues Instances of taunting, or verbal bullying of classroom peers, incapable of working in groups States of pessimism, nervous habits, inability to maintain eye contact with teacher or verbally express concerns to teacher Sleeping in class, inability to focus on classroom instruction or inability to productively utilize class time Disorganization, missing or late assignments, inability to meet class deadlines, short attention span and impulsiveness

9. Poor coping skills, frequently discouraged when things don�t go their way Learning difficulties or academically performing under grade level Tendency to misinterpret positive feedback from teachers or easily offended by teacher redirection Are irritating, disappointing and distressing to others

10. Student Eligibility To receive services for an emotional impairment, a multidisciplinary team must evaluate a student. Such evaluation must include a report for a psychologist or psychiatrist and a school social worker.

11. Identification of the problem A. A teacher/ staff member fills out a pre-referral from which: 1. Documents lack of academic achievement. 2. Describes observable behaviors which are suspected of negatively impacting the student�s academic achievement. 3. Documents discussion of the problem behaviors with the parent and student. B. Building team members may include: 1. General Education teachers 2. Building administrator 3. School social worker, psychologist, counselor, behavior intervention specialist 4. Parent/ guardian 5. Appropriate special education personnel

14. Behavioral Disorders

15. Anxiety Disorders Young people who experience excessive fear, worry or uneasiness may have an anxiety disorder. These include: Phobias, panic disorder, obsessive-compulsive disorder and post traumatic stress disorder

16. Severe Depression Feelings of low self-esteem, inability to self motivate, problems sleeping, or change in appetite, feelings of hopelessness

17. Bipolar Disorder Demonstrate exaggerated mood swings that range from extreme highs to extreme lows. Behaviors ranging from talking non stop, requiring little sleep, using poor judgement to experiencing severe depression

18. Attention-Deficit Hyperactivity Disorder Unable to focus attention and are often impulsive and easily distracted

19. Learning Disorders Can show up as problems with spoken and written language, coordination, attention, or self control

20. Conduct Disorder Usually have little concern for others and repeatedly violate the basic rights of others and the rules of society. Cause students to act out their feeling in destructive ways such as lying, theft, or aggression

21. Eating Disorders Students who are afraid of gaining weight and seek to gain control through self-destructive behaviors

22. Autism Have problems interacting and communicating with others, symptoms range from mild to severe

23. Schizophrenia Have psychotic periods that may involve hallucinations, withdrawal from others and loss of contact with reality

24. Socially MaladjustedWhy don�t these student qualify?

26. How General Education Teachers Can Help

27. Helpful Websites www.disciplinehelp.com http://specialed.about.com/od/teacherstrategies/u/forteachers.htm