Educational Practices

for Emotional
Disability
Amber Parham
Educ 230
Professor Laurie Johnson
April 6, 2015

Everybody is a
genius. But if you
judge a fsh by its
ability to climb a
tree, it will live its
whole life
believing that it
is stupid.
-- Albert Einstein

WORLDWIDE SALES OF DRUGS USED TO

TREAT EMOTIONAL AND BEHAVIORAL
DISORDERS IN CHILDREN AND
ADOLESCENTS, 2003-2010 (Source: BCC, Inc.)

No matter what age, falling behind in

school can leave you overwhelmed
and stressed. This feeling intensifes
for those with an emotional disability.

3 Areas of Focus:
Comprehensive Classroom

Management
Individualized Behavior Plans
Socialization Skills

O There is no

single method
that will be
successful for
all students
with an
Emotional
Disability.

Learning & Academics

#1 Comprehensive
Classroom
Management

O Accommodati

ons and
various
educational
practices are
often
essential
when working
with students
with any type
of disability.

 Keep class rules simple and clear

Reward positive behavior
Allow time for mini-breaks
Fair treatment for all students
Use motivational strategies

#2
Individualized
Behavior Plans
students who have
emotional disturbance
and behavioral problems
learn best in classrooms
characterized by effective
instruction and behaviormanagement routines.

With many children who have

one or more learning disability,
such as an emotional disability,
behavioral problems often
develop.

Some characteristics and behaviors

seen
in children with emotional
disturbances may include:
O Hyperactivity - short attention span,

impulsiveness
O Aggressive behavior - acting out
O Withdrawal - failure to initiate
interaction; avoid social interaction,
excessive fear or anxiety
O Immaturity - inappropriate crying,
temper tantrums, poor coping skills
O Learning difficulties - academically
performing below grade level

#3 Socialization Skills

Avoid a one size fts all approach.

Most children will need a
combination of strategies that are
matched to their particular needs
and backgrounds. Children with
disabilities might need adaptive
curriculum and learning strategies.

Emotions can feel intensified for a

child with an emotional disability

O Schools across the

country are
discovering that
integrating social
skills into the
curriculum has a
signifcant impact on
the quality of the
school experience.
Using many of the
same techniques at
home and in school
results in both
settings becoming
more positive.

In
conclusion
Once a child with a disability is
placed in the right environment,
is given helpful skills and tools,
and is provided the
accommodations needed, they
can truly thrive and exercise
their strengths and abilities.

The End!

Works Cited
O Einstein, A. (2015). Top 21 Albert Einstein Quotes. http:
O
O

//www.movemequotes.com/top-21-albert-einstein-quotes/
Indiana State Board of Education. (2010). Special Education
Rules Title 411 Article 7 Rules 32-47.
Magee-Quinn, M. (2000). FOSTERING POSITIVE LEARNING
OPPORTUNITIES. In EDUCATIONAL STRATEGIES FOR
CHILDREN WITH EMOTIONAL AND BEHAVIORAL PROBLEMS
(pp. 15-20). Washington, DC: Center for Effective
Collaboration and Practice.
BCC, Inc.
http://www.bccresearch.com/market-research/healthcare/
HLC044A.html
http
://teaching.monster.com/benefts/articles/8683-educating-stud
ents-with-learningdisabilities