Running Head: EMOTIONAL DISABILITY

511 IAC 7-41-7 Emotional disability

Amber Parham
Ivy Tech Community College
Education 230
Professor Johnson
April 5, 2015

EMOTIONAL DISABILITY

2
Abstract

Everybody is a genius. But if you judge a fish by its ability to

climb a tree, it will live its whole life believing that it is stupid
(Einstein). This famous quote by theoretical physicist, Albert Einstein,
exemplifies the diversity of each individualized student. No two
students are capable of learning the same way. When a child with a
disability is added to the mix, accommodations and various
educational practices are often essential. Once a person with a
disability is provided with a suitable environment, the right tools, and
the necessary accommodations, they can truly thrive and exercise
their strengths. According to the Indiana State Board of Education
(2010):
Emotional disability means an inability to learn or progress that
cannot be explained by cognitive, sensory, or health factors. The
student exhibits one or more of the following characteristics over
a long period of time and to a marked degree that adversely
affects educational performance: A tendency to develop physical
symptoms or fears associated with personal or school problems,
a general pervasive mood of unhappiness or depression, an
inability to build or maintain satisfactory interpersonal
relationships, inappropriate behaviors or feelings under normal
circumstances, and/or episodes of psychosis. (p. 72)

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When teaching children with a disability such as an emotional
disorder, the perception of one teacher may differ from another. The
level of intensity in working with these students depends on an
educators experience, exposure, preparation, cultural values, and
many other knowledgeable and personal factors.
The three most effective educational practices for teaching
students with emotional disabilities include:
1. Comprehensive Classroom Management
2. Individualized Behavior Plans
3. Socialization Skills
By understanding these three components through research, we can
further recognize the aspects of teaching a child with an emotional
disability and confirm these practices.

Comprehensive Classroom Management

Collaboration among a number of educators is essential in
determining the implementation of practices that will help students
best learn and academically succeed. To ensure the success of all
students, it is important to verify individualized and comprehensive
educational programs with supportive practices. The management of
all facets of a classroom can set the foundation for a successful
learning environment for students. This involves the level of
organization, provision of clear and detailed instructions,
demonstrations, levels of difficulty, as well as personal motivation.

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These factors can also determine how a child comprehends and

understands the assignments they are presented. The organization and
structure of a classroom can range from the physical environment, to
all types of schedules, to the framework of the curriculum. One
educated author explains:
Designing successful opportunities for students with emotional
disturbance and behavioral problems may require that educators
change how they plan and organize their instruction, manage
their classrooms, and arrange the physical layout of the
classroom. These additional efforts will not only benefit students
with emotional disturbance and behavior problems; they will
likely help other students realize more success as well. (MageeQuinn, 2000, p. 15)

Individualized Behavior Plans

With many children who have one or more learning disabilities,
such as emotional disabilities, behavioral problems often develop. By
understanding more about the development that is associated with
challenging behavior, educators can prominently assist intervention
efforts with these students. Demonstrated behavior, whether positive
or negative, is very complex. If schools and educators are able to teach
the right skills, students resorting to anger, frustration, and depression

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can be prevented. Educators should stay consistent with all students

when enforcing rules.
At times, individuals who are not familiar with emotional
disorders such as anxiety, depression, or a social phobia, assume an
easy fix would be to expose these children to more situations out of
their comfort zone. This is not always a helpful tactic, if at all.
Depending on the severity of a childs condition, pushing them to do
something they have a disability in can backfire, upset them, and
possibly cause them to become withdrawn completely. Once an
educator learns and understands the way the child behaves on a
deeper level, within various situations, it is then possible to determine
alternatives to assist in progressing the students behavioral and
socialization patterns.
To assist students who struggle with anxiety, such as test
anxiety, there are accommodations that can be made so that the child
has the same opportunity as students that do not have the disability.
One of the most helpful accommodations for this disorder is extendedtime to take tests, and occasionally to complete other various
assignments and activities. By alleviating the stress of a time limit, you
can relieve a majority of the anxiety for the student. Educators should
also teach these students how they can develop a plan and other
helpful strategies to cope with stress in various difficult situations. This

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helps prevent the negative reactions and harmful effects that stress
can have on children physically, mentally, and emotionally.

Socialization Skills
By understanding the socialization patterns that come with this
disorder, educators are able to expand their own knowledge of how to
accommodate and provide meaningful social skills and education to
these students. According to an article from the International
Encyclopedia of Rehabilitation (2010):
The term emotional disorder is not a formal diagnosis, and thus
there are no well-defined guidelines for its use. Emotional
disorder is diagnosable as a disorder of mood or anxiety. These
disorders are characterized by feelings of intense internal and/or
emotional distress that last, continually or intermittently, for
months or years. Mood disorders include the depressive and
bipolar disorders, while anxiety disorders include Post-Traumatic
Stress Disorder and Obsessive Compulsive Disorder, as well as
various phobias and anxieties. (Shakuntala-Walker, p. 1)
When it comes to improving the socialization skills of a child with
an emotional disability, this is often easier said than done. It is
important for the educator to model positive interactions and
communication with all students. An educator can teach and
encourage students to talk to others about how they are feeling,

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display interest when others are speaking, maintain eye contact, use
pleasant tones, teach them how to negotiate during disagreements, as
well as ways to defuse and know when to leave a negative situation.
Providing supportive feedback when communicating with students also
promotes their communication and can be encouraging in social
situations.

Conclusion
In conclusion, the three most effective educational practices for
teaching students with emotional disabilities include comprehensive
classroom management, individualized behavior plans, and
socialization skills. To ensure the success of all students, it is important
to verify individualized and comprehensive educational programs with
supportive practices. The management of all facets of a classroom can
set the foundation for a successful learning environment for students.
With many children who have one or more learning disabilities, such as
emotional disabilities, behavioral problems often develop. By
understanding more about the development that is associated with
challenging behavior, educators can prominently assist intervention
efforts with these students. By understanding the socialization patterns
that come with this disorder as well, educators are able to expand their
own knowledge of how they can accommodate and provide meaningful
social skills and education. Accommodations and various educational

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practices are often essential when working with students with any type
of disability. Once a child with a disability is placed in the right
environment, is given helpful skills and tools, and is provided the
accommodations needed, they can truly thrive and exercise their
strengths and abilities.

Bibliography

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Einstein, A. (2015). Top 21 Albert Einstein Quotes. Retrieved April 6,

2015, from
http://www.movemequotes.com/top-21-albert-einstein-quotes/
Indiana State Board of Education. (2010). Special Education Rules
Title 411 Article 7 Rules 32-47.

Magee-Quinn, M., Osher, D., Warger, C., Hanley, T., DeHaven-Bader, B.,
Tate, R., & Hoffman, C. (2000). FOSTERING POSITIVE LEARNING
OPPORTUNITIES. In EDUCATIONAL STRATEGIES FOR CHILDREN
WITH EMOTIONAL AND BEHAVIORAL PROBLEMS (pp. 15-20).
Washington, DC: Center for Effective Collaboration and Practice.

Shakuntala-Walker, J. Melvin, JK. 2010. Emotional Disorders (In Children

and Adolescents). In: JH Stone, M Blouin, editors. International
Encyclopedia of Rehabilitation. From
http://cirrie.buffalo.edu/encyclopedia/en/article/7/