Application Assignment

Special Needs from a Variety of Perspectives

Research and Information Exchange

INFORMATION SHEET

Category of special needs: Emotional or Behavioral Disorders

1. IDEA definition of this category: IDEA defines emotional/behavioral disorders as follows: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance:

a. (A) An inability to learn which cannot be explained by intellectual, sensory, and health factors;

b. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

c. (C) Inappropriate types of behavior or feelings under normal circumstances;

d. (D) A general pervasive mood of unhappiness or depression; or

e. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.

This definition also includes schizophrenia (Heward, 2011, p. 214)

2. Other definitions (if applicable): Another definition of emotional/behavioral disorders by the Council for Children with Behavioral Disorders is as follows:

”The term “emotional or behavioral disorder” means a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age, cultural, or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational or personal skills; more than a temporary, expected response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related; and unresponsive to direct intervention in general education, or the condition of the child is such that general education interventions would be insufficient. The term includes such a disability that co-exists with other disabilities.

The term includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affecting a child if the disorder affects educational performance as described in paragraph (1). (Federal Register, February 10, 1993, p. 7938)” (Heward, 2011, p. 214).

3. Possible causes and/or prevention: It could be caused by biological factors such as abnormal brain development or trauma, even though these cases are rare. Genetics could play a role in the form of schizophrenia which involves hallucinations and bouts of delusion. This can be passed down from one generation to the next. The child's poor temperament while an infant can affect whether or not they have emotional/behavior issues later. Negative environmental and home factors can cause a child to display emotional/behavioral problems as well.

4. Characteristics of young children identified in this category: Children who suffer from emotional/behavioral disorders display a variety of externalizing and internalizing behaviors. The behaviors are often rooted in non-compliance to the rules and other anti-social actions. The behaviors are as follows:

Get out of their seats

Yell, talk out, and curse

Disturb peers

Hit or fight

Ignore the teacher

Complain

Argue excessively

Steal

Lie

Destroy property

Do not comply with directions

Have temper tantrums

5. How this category of special needs affects the development of young children:

This category of special needs highly affects how the child develops because it limits the way the child learns and causes them to be seen as “problem” children by teachers and their peers. If a child is always causing disturbances or bothering other children, they will be less likely to excel in their school work. These students are often punished for their actions by being removed from the classroom setting or even suspended/expelled from school.

6. A current issue and/or future trend related to this category: The internalizing behaviors which a child experiences when they have emotional/behavioral disorders are some very common ones today. Issues such as anorexia and bulimia are common among teenagers, especially girls. Also, bipolar disorder and OCD are becoming more and more common among children. But the biggest issue I have seen lately is that more and more children are suffering from depression which can often lead to suicide. If these issues aren’t identified and dealt with, it could mean the loss of the quality of a child’s life or even death.

7. An insight you have gained from your reading and research: For me, emotional and behavioral disorders is a topic which hits close to home because I have some younger family members who are experiencing issues like these. I do not believe they have ever been properly diagnosed with having emotional/behavioral disorders; they are just labeled from school to school and class to class as being “problem” students. This upsets me because I feel as if their education is being stolen away from them because of this disability.

8. A misconception about this category uncovered through your research -- or a misconception you held before your research -- and information to correct it:

I didn’t realize the depth of emotional/behavioral disorders, nor the extent to which the family, community, and school could play a part in causing further damage to a child experiencing this issue. Sometimes it’s easier to just think someone was born a certain way and the condition can’t be helped instead of actually being able to pinpoint areas in their lives after their birth which could have contributed to the issue. It takes a lot to help ensure that the mental health of a child develops in a stable and satisfactory way.

9. A concern, question, or reflection you have about this particular category:

My concern is how well are teachers and schools educated about the topic of emotional/behavior disorders? Do they ever stop to consider whether or not a child actually has an emotional/behavior disorder before just dismissing their actions as being problematic? I really don’t see many students receiving an accurate diagnosis for this disorder. Like I said before, I only see students being labeled as being “problem” or “disruptive” students, and that label usually follows them throughout their journey in school.

10. The resources you used for your research including a Web site or other online resource you recommend (can be more than one):

Council for Children with Behavioral Disorders http://www.ccbd.net/ .

Heward, W. L. (2009). Exceptional children: An introduction to special education. London:

Pearson Education, Ltd.