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Trisha Koster October 26, 2010. Objectives  Identify characteristics  Understand the contributing factors  Understand the significance of an IEP 

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Presentation on theme: "Trisha Koster October 26, 2010. Objectives  Identify characteristics  Understand the contributing factors  Understand the significance of an IEP "— Presentation transcript:

1 Trisha Koster October 26, 2010

2 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

3 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)

4 Characteristics  Anger  Depression  Anxiety  Unorganized  Bullying their peers  Inability to pay attention in class  Eye contact  (Steiner)

5 Factors  Biological disorders and diseases  Pathological family relationships  Undesirable experiences at school  Negative cultural influences  (Hallahan)

6 Identification process  Teacher pre-referral  Multidisciplinary team  IEP  Parental consent  Placement  Implementation  (Steiner)

7 (Steiner)

8 IEP’s  Purpose: To provide a disabled child with special or individual assistance in school.  Individualized  Identifies difficulties and assistance needed  Provides goals  (Beam)

9 Your Job  Get to know your students.  Establish rules for the entire classroom.  Maintain consistency- this is particularly important to their success.  (Ogonosky)

10 Your Job cont.  Be aware of specific triggers.  Communicate with special education teacher and parents.  Be a positive example.  ( Ogonosky)

11 Self-Determination  Give students more options  Involved learning  Implement self-control  Use positive not negative reinforcement  Earn rewards and consequences.

12 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?

13 References  Beam, J. (n.d.). What is an IEP. In Wise Geek: Clear answers for common questions. Retrieved October 21, 2010, from  Butler, V. (n.d.). Empowering emotionally disturbed students to make wise choices. In Riverside Country SELPA. Retrieved October 24, 2010, from rl=http%3A%2F%2Fwww.pent.ca.gov%2Fmh%2Fempoweringedstudents_VB.p psx&ei=rjrGTNW8G8aanAeIjeWvAQ&usg=AFQjCNFUWDU2BHHZn51NoOzQN NmOn0EE0Q&s 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  Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional Learners an Introduction to Special Education (pp ). Boston: Pearson.  Steiner, L., & Kezhaya, A. (2010, October 20). The emotionally impaired student. In Gross Pointe Public School System. Retrieved October 21, 2010, from he_corrrect_EI_Power_point_show.pps


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