Objectives Identify characteristics Understand the contributing factors Understand the significance of an IEP Apprehend your role as the teacher Ways to promote self-determination for the student
Definition Emotionally impaired students express behavioral problems that have occurred over an extended period of time and gets in the way of the child’s learning experience. (Steiner)
Characteristics Anger Depression Anxiety Unorganized Bullying their peers Inability to pay attention in class Eye contact (Steiner)
Factors Biological disorders and diseases Pathological family relationships Undesirable experiences at school Negative cultural influences (Hallahan)
Identification process Teacher pre-referral Multidisciplinary team IEP Parental consent Placement Implementation (Steiner)
IEP’s Purpose: To provide a disabled child with special or individual assistance in school. Individualized Identifies difficulties and assistance needed Provides goals (Beam)
Your Job Get to know your students. Establish rules for the entire classroom. Maintain consistency- this is particularly important to their success. (Ogonosky)
Your Job cont. Be aware of specific triggers. Communicate with special education teacher and parents. Be a positive example. ( Ogonosky)
Self-Determination Give students more options Involved learning Implement self-control Use positive not negative reinforcement Earn rewards and consequences.
Review Name some of the characteristics to look for in an emotionally impaired student. What are the four contributing factors to an emotionally impaired student? What is the most important part of an IEP? What are some things you can do as a teacher to accommodate emotionally impaired students? How can we give students more power?
References Beam, J. (n.d.). What is an IEP. In Wise Geek: Clear answers for common questions. Retrieved October 21, 2010, from http://www.wisegeek.com/what-is-an-iep.htmhttp://www.wisegeek.com/what-is-an-iep.htm Butler, V. (n.d.). Empowering emotionally disturbed students to make wise choices. In Riverside Country SELPA. Retrieved October 24, 2010, from http://www.google.com/url?sa=t&source=web&cd=38&ved=0CEAQFjAHOB4&u rl=http%3A%2F%2Fwww.pent.ca.gov%2Fmh%2Fempoweringedstudents_VB.p psx&ei=rjrGTNW8G8aanAeIjeWvAQ&usg=AFQjCNFUWDU2BHHZn51NoOzQN NmOn0EE0Q&s http://www.google.com/url?sa=t&source=web&cd=38&ved=0CEAQFjAHOB4&u rl=http%3A%2F%2Fwww.pent.ca.gov%2Fmh%2Fempoweringedstudents_VB.p psx&ei=rjrGTNW8G8aanAeIjeWvAQ&usg=AFQjCNFUWDU2BHHZn51NoOzQN NmOn0EE0Q&s Pictures (n.d.). In Creative Commons Search. Retrieved October 24, 2010, from http://search.creativecommons.org http://search.creativecommons.org Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners an Introduction to Special Education (pp. 263-297). Boston: Pearson. Steiner, L., & Kezhaya, A. (2010, October 20). The emotionally impaired student. In Gross Pointe Public School System. Retrieved October 21, 2010, from http://gpschools.schoolwires.net/176820323111033230/lib/176820323111033230/t he_corrrect_EI_Power_point_show.pps