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Published byCollin Bishop Modified over 9 years ago
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Definition: A student with emotional impairment demonstrates at least a few of the following behaviors for a long period of time (at least ninety days) and inhibits school performance.
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Negative feelings during normal activities Depressed/overall unhappiness, withdrawal Low self-esteem Aggressiveness, disruptive, manipulation to gain attention Trouble acting appropriately in social situations Trouble learning not related to intelligence, sensory, or other health factors
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Fear or physical pains from school or personal problems. Physical pains include: twitching, head banging, rocking or stomachaches. Characteristics vary for each student with emotional impairment.
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Not fully understood Either environmental or biological Environmental factors: abuse, conflicting parental practices, difficult living situations, or exposure to alcohol drug abuse. Biological factors: Inherited predispositions, chemical imbalances, illness, or brain injuries.
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How It Affects Teachers: Teachers mostly detect these students with this impairment because of their disobedience, aggressiveness, and disruptive behavior. Teachers can also become impatient or frustrated with this student.
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Only.72% of the school population is diagnosed with emotional impairment but it is most likely higher. Boys have a higher percentage of having emotional impairment (roughly 3.5 to 1). Girls internalize, boys externalize more often.
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Myth: There is no hope for students with this impairment. Fact: This impairment may be temporary and can often be corrected if correct behaviors are taught and time is given to the student in need. Myth: Students who are socially maladjusted (for example being a juvenile delinquent) are emotional impaired. Fact: Students who are socially maladjusted are not considered emotionally impaired unless they exhibit other symptoms of the disorder.
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While instructing students: Reduce the number of concepts presented at one time Require verbal responses to indicate comprehension During discussions: Implement a silent cue indicating to student they will be called on soon Encourage a self- timeout While working on worksheets: Use both oral and written instructions Prioritize the sequencing of tasks for student
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While reading: Allow student to have a second set of books at home Utilize books on tape Read short passage segments out loud Gradually increase length of passage as confidence builds While student does writing: Allow the use of a pencil with rubber grip Allow alternate means of completing the assignment Provide an outline of required steps Provide and review grading rubric so student knows how they will be graded
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While working in groups: Work in cooperative mixed ability groups Allow the student to have a responsible job Rehearse rules of conduct in the group Allow each student to have their own physical space While completing assessments: Minimize the use of timed tests Provide limited choices for multiple choice Provide the student with a word bank Minimize use of scantron type answer documents
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http://www.emotionallydisturbed.net/: Emotionally Disturbed and Special Needs Children, understanding children that are emotionally disturbed http://www.ehow.com/how_2139851_educate- emotionally-disturbed-children.html: How to Educate Emotionally Disturbed Children http://nichcy.org/disability/specific/emotionald isturbance: National dissemination center for children with disabilities
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Student holds up a card to show that they are feeling frustrated and need a break. Student is given steps for how to get started on writing Student has a rubber pencil grip to use during writing time. Words that student may need to copy or trace are blown up Student has a partner that is there for collaborative assistance.
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Rodrigues, Jim, 2007. Making Modifications, Accommodations and Variations for Student Success. Retrieved from: http://www.jimrodslz.com/sped/Disability_Info/ Making%20Modifications%20ED.pdf
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