Modifications in the Classroom
Because "emotional
disturbance" is defined in the Individuals with Disabilities Education Act
(IDEA), students qualify to receive an Individualized Education Plan (IEP),
which outlines student learning goals and any supports and services that the
school district will provide. In
2011, more than 371,000 students (ages 6 to 21) received special education and
related services in our public schools under the category of “emotional
disturbance.”
Modifications in the classroom for students with an emotional disturbance need to focus around adapting:
The physical environment:
Classroom materials:
Instruction and evaluations:
Modifications in the classroom for students with an emotional disturbance need to focus around adapting:
The physical environment:
- Class seating arrangements should be considered and potentially harmful objects or substances should be kept away from easy access.
- The student’s proximity to teachers and teacher aides should also be considered, as well as where students sit with whom the child interacts negatively.
- A “quiet spot” in the classroom may be useful for students with an emotional disturbance. The child may use this quiet spot to remove himself from a stressful situation to diffuse any negative emotions that could cause the situation to escalate.
Classroom materials:
- Students with an emotional disturbance may benefit from using a self-monitoring checklist that allows them to check off activities after they are completed.
- Because some children with emotional disturbances face increased anxiety in the school setting, having assignments broken into shorter segments can help students from becoming overwhelmed.
- A checklist can also be used to aid students in self-monitoring behavior. Different behavior expectations can be placed in a chart organized by classroom subjects, and the teacher can tally the frequency of positive behaviors displayed by the student throughout the school day. As the child increases his or her tallies of positive behavior, teachers can provide positive reinforcement through classroom rewards.
Instruction and evaluations:
- Teachers should scaffold instruction in a way that is accessible to all students, and they should facilitate a classroom community that is a welcoming and safe space.
- Students with emotional disturbances may benefit from extended time during assessments and modified test questions to help minimize anxiety. The testing environment should also be distraction-free.
Homework Strategies and Study Skills
An emotional disturbance affects all aspects of a child's life, so it is crucial that teachers and parents collaborate in providing support for the child. Having consistency between the support the child is given at home and in school can help ease a child's anxiety and make the supports more effective. Talking to the child about coping with anxiety and encouraging the child to speak out about his or her needs can help the child learn more effective ways of managing his stress. Help the child find a comfortable and quiet study space with minimal distractions to help the child increase the amount of time he or she spends being productive academically. Breaking homework assignments into smaller pieces can help a child with emotional disturbances focus on the work he or she needs to complete rather than becoming overwhelmed by the overall workload. Frequent breaks (every 20 minutes or as needed by the child) can also help decrease the child's anxiety about school work. Positive reinforcement and praise during homework time can help the child increase his or her self-monitoring to stay on track with assignments.
Finding The Right School
To find the right services for a child with an emotional disturbance, you can do the following:
Alternative school options can be found at http://psychcentral.com/resources/Parents_and_Children/Treatment_Centers_and_Schools/.
- Get accurate information from hotlines, the Internet, libraries, and other sources
- Ask professionals for referrals
- Ask questions about treatments and services
- Talk to other families in your community
- Find family network organizations
Alternative school options can be found at http://psychcentral.com/resources/Parents_and_Children/Treatment_Centers_and_Schools/.
References
(2008). Putting it all together. Maine Parent Federation. Retrieved from http://www.mpf.org/PIAT booklet 11-4-08.pdf
Kupper, L. (n.d.). Teaching students with emotional disturbances: 8 tips for teachers. Retrieved from http://nichcy.org/teaching-students-with-e-d
Mastropieri, M. A., & Scruggs, T. E. (2007). Emotional disturbance. Retrieved from http://www.education.com/reference/article/emotional-disturbance/
Overcoming homework anxiety. (2006). Retrieved from http://www.education.com/magazine/article/Overcoming_Homework_Anxiety/
Kupper, L. (n.d.). Teaching students with emotional disturbances: 8 tips for teachers. Retrieved from http://nichcy.org/teaching-students-with-e-d
Mastropieri, M. A., & Scruggs, T. E. (2007). Emotional disturbance. Retrieved from http://www.education.com/reference/article/emotional-disturbance/
Overcoming homework anxiety. (2006). Retrieved from http://www.education.com/magazine/article/Overcoming_Homework_Anxiety/