Identification
Parents should be aware of the following characteristics and behaviors seen in children who have emotional disturbance:
Note: Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.
There is no particular age at which it is discovered that students have emotional disturbance because emotional disturbance is influenced by factors such as family, culture, and school, in addition to genetic, biological and neurological factors. However, teachers are often among the first to suspect that a student may have an undiagnosed emotional disturbance. (2) They may notice a student’s ongoing problems with interpersonal relationships, for example, or signs of unreasonable anger, an eating disorder, or self-injurious behavior. It’s also not uncommon for teachers to refer such students for evaluation, to see that they are connected with the systems of supports and services that can be genuinely helpful, even life-changing.
Child Rights - Services
IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child’s individual needs associated with the disability—in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2003-2004 school year, more than 484,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. (8)
Parent Rights - Evaluation
You have the option of asking your school to evaluate your child to determine if he/she is eligible for special education and related services provided under IDEA. This evaluation is free of charge in public schools. However, the school does not have to evaluate your child just because you have asked. The school may not think your child has a disability or needs special education. In this case, the school may refuse to evaluate your child. It must let you know this decision in writing, as well as why it has refused. This is called giving you prior written notice. (For more information about prior written notice, see NICHCY’s Q&A on Parent Participation, available online at: www.nichcy.org/schoolage/qa-series-on-idea/qa2)
If the school refuses to evaluate your child, there are two things you can do immediately:
Your child's school may also be concerned about how your child is learning and developing. If the school thinks that your child may have a disability, then it must evaluate your child at no cost to you. The school must ask your permission and receive your written consent before it may evaluate your child. Once you provide that consent, the evaluation must be conducted within 60 days (or within the timeframe the state has established).
During evaluation, it is your right to be included in the team evaluating your child. Also, individuals (invited by you or the school) who have knowledge or special expertise about your child can be included in the evaluation team.
Parent Rights - Eligibility & Refusal/Appeal
Not Eligible:
Eligible:
Support Groups & More Resources
To locate systems of support in your community or state, visit the organizations listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.
LD Online, a leading website on learning disabilities and ADHD has a forum page for Emotional Disturbance on which individuals can pose or answer questions about students who might be emotionally disturbed. More specifically, this forum focuses on behavior, social skills, and self esteem. - http://www.ldonline.org/xarbb/topic/9799
Questions Asked by Parents about Special Education Services - http://nichcy.org/publications/lg1
Teaching Students with Severe Emotional and Behavioral Disorders: Best Practices Guide to Intervention
Parent Advocacy Coalition for Educational Rights (PACER) Center - PACER is a non-profit statewide organization created to improve and expand opportunities that enhance the quality of life for children and young adults with disabilities and their families. PACER offers a variety of programs that provide assistance for children with disabilities from birth to adulthood, and for students and schools. PACER also offers technical assistance to parent centers locally and nationwide. PACER’s goal is to make parents informed consumers for the welfare of their children by providing them with knowledge of their rights and responsibilities as parents, and about laws and other resources pertaining to their special needs children and their roles as parents. - http://www.pacer.org/
References
Emotional disturbance. (n.d.). Retrieved from http://nichcy.org/disability/specific/emotionaldisturbance
Questions often asked by parents about special education services. (n.d.). Retrieved from http://nichcy.org/publications/lg1
- Hyperactivity (short attention span, impulsiveness);
- Aggression or self-injurious behavior (acting out, fighting);
- Withdrawal (not interacting socially with others, excessive fear or anxiety);
- Immaturity (inappropriate crying, temper tantrums, poor coping skills);
- Learning difficulties (academically performing below grade level).
Note: Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.
There is no particular age at which it is discovered that students have emotional disturbance because emotional disturbance is influenced by factors such as family, culture, and school, in addition to genetic, biological and neurological factors. However, teachers are often among the first to suspect that a student may have an undiagnosed emotional disturbance. (2) They may notice a student’s ongoing problems with interpersonal relationships, for example, or signs of unreasonable anger, an eating disorder, or self-injurious behavior. It’s also not uncommon for teachers to refer such students for evaluation, to see that they are connected with the systems of supports and services that can be genuinely helpful, even life-changing.
Child Rights - Services
IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child’s individual needs associated with the disability—in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2003-2004 school year, more than 484,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. (8)
Parent Rights - Evaluation
You have the option of asking your school to evaluate your child to determine if he/she is eligible for special education and related services provided under IDEA. This evaluation is free of charge in public schools. However, the school does not have to evaluate your child just because you have asked. The school may not think your child has a disability or needs special education. In this case, the school may refuse to evaluate your child. It must let you know this decision in writing, as well as why it has refused. This is called giving you prior written notice. (For more information about prior written notice, see NICHCY’s Q&A on Parent Participation, available online at: www.nichcy.org/schoolage/qa-series-on-idea/qa2)
If the school refuses to evaluate your child, there are two things you can do immediately:
- Ask the school system for information about its special education policies, as well as parent rights to disagree with decisions made by the school system. These materials should describe the steps parents can take to appeal a school system’s decision.
- Get in touch with your state’s Parent Training and Information (PTI) center. The PTI is an excellent resource for parents to learn more about special education, their rights and responsibilities, and the law. The PTI can tell you what steps to take next to find help for your child. Visit NICHCY’s website to identify how to contact your PTI. This information appears on our State Resource Sheet for your state, under “Organizations Especially for Parents.” You’ll find our state sheets online at:http://www.nichcy.org/families-community/states/
Your child's school may also be concerned about how your child is learning and developing. If the school thinks that your child may have a disability, then it must evaluate your child at no cost to you. The school must ask your permission and receive your written consent before it may evaluate your child. Once you provide that consent, the evaluation must be conducted within 60 days (or within the timeframe the state has established).
During evaluation, it is your right to be included in the team evaluating your child. Also, individuals (invited by you or the school) who have knowledge or special expertise about your child can be included in the evaluation team.
Parent Rights - Eligibility & Refusal/Appeal
Not Eligible:
- If the eligibility team decides that your child is not eligibile for special education, the school system must tell you this in writing and explain why your child has been found "not eligible." Under IDEA, you must also be given information about what you can do if you disagree with this decision.
- Read the information the school system gives you. Make sure it includes information about how to appeal the school system’s decision. If that information is not in the materials the school gives you, ask the school for it. IDEA includes many different mechanisms for resolving disagreements, including mediation. The school is required to tell you what those mechanisms are and how to use them.
- Also get in touch with your state’s Parent Training and
Information (PTI) center. The PTI can tell you what steps to take next. Your
PTI is listed on NICHCY’s State Resource Sheet for your state under “Organizations
Especially for Parents”—available online at: www.nichcy.org/families-community/states/
Eligible:
- If your child is found eligible for special education and related services and you disagree with that decision, or if you do not want your child to receive special education and related services, you have the right to decline these services for your child. The school may provide your child with special education and related services only if you agree. Also, you may cancel special education and related services for your child at any time.
- It is important to note, however, that if you decline or cancel special education for your child and later change your mind, the evaluation process must be repeated.
Support Groups & More Resources
To locate systems of support in your community or state, visit the organizations listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.
- National Health America - http://www.mentalhealthamerica.net/farcry/go/searchMHA
- National Alliance on Mental Issues - http://www.nami.org/template.cfm?section=Your_Local_Nami'
- National Mental Health Consumers’ Self-Help Clearinghouse - http://www.cdsdirectory.org/
LD Online, a leading website on learning disabilities and ADHD has a forum page for Emotional Disturbance on which individuals can pose or answer questions about students who might be emotionally disturbed. More specifically, this forum focuses on behavior, social skills, and self esteem. - http://www.ldonline.org/xarbb/topic/9799
Questions Asked by Parents about Special Education Services - http://nichcy.org/publications/lg1
Teaching Students with Severe Emotional and Behavioral Disorders: Best Practices Guide to Intervention
- This resource has best practices for the classroom with suggestions for teachers, parents, and students to try.
Parent Advocacy Coalition for Educational Rights (PACER) Center - PACER is a non-profit statewide organization created to improve and expand opportunities that enhance the quality of life for children and young adults with disabilities and their families. PACER offers a variety of programs that provide assistance for children with disabilities from birth to adulthood, and for students and schools. PACER also offers technical assistance to parent centers locally and nationwide. PACER’s goal is to make parents informed consumers for the welfare of their children by providing them with knowledge of their rights and responsibilities as parents, and about laws and other resources pertaining to their special needs children and their roles as parents. - http://www.pacer.org/
References
Emotional disturbance. (n.d.). Retrieved from http://nichcy.org/disability/specific/emotionaldisturbance
Questions often asked by parents about special education services. (n.d.). Retrieved from http://nichcy.org/publications/lg1