3. 3 MAJOR CATEGORIES OF EMOTIONAL DISABILITY
(per I.D.E.A.)
EMOTIONAL DISTURBANCE
BEHAVIORIAL DISORDERS
MENTAL ILLNESS
4. I.D.E.A.-Definition of emotional
disturbance
A condition exhibiting one or more
characteristics over a long period of
time:
The condition adversely affects a child's
education performance
5. At least 1 of these characteristics is
displayed:
The child’s does not have any sensory, underlying
health issues, or intellectual L.D. that adversely
affect their ability to learn.
6. A child can not maintain or build
social or personal relationships with
adults or other children.
Under normal conditions the child
demonstrates inappropriate behavior.
7. The National Alliance of Mental Illness
concludes Mental Illness is
characterized by disruption in:
1. A child’s thinking
2. A child’s feeling
3. A child’s mood
4. How the child relates to people
5. How well a child functions daily
8. Other Behaviors that may be present
A distorted type of thinking
An abnormal amount of anxiety
Strange physical behaviors associated with their gross motor skills
Abnormal mood swings
Hallucinations
Physically abusing other students/teachers
Obscene language
9. Environmental/Physiological Causation
Genetic predisposition or heredity
Deviant behavior as a result of child’s home environment or
upbringing.
Family and social factors
Stress that may trigger long term emotional/behavior
changes.
Poverty/being raised by a single parent.
Teenage parent
Abuse/neglect
Poor nutrition/malnutrition
Food allergies
10. Causality of Emotional Disturbance Cont.
Fetal alcohol syndrome
Drug use/addiction during and after pregnancy.
Environmental poisons.
A child is sexually abused by a family member or caregiver
Homelessness
Violence in the home either toward the child or toward a parent/sibling of the
child.
11. Assessment style that should be used
collaboratively by the I.E.P. Team and General
Educator:
Anecdotal Record-This is a type of factual documentation
Written after an assessment, using non-evaluative language,
To identify a child’s current level of education and behavior.
This type of assessment allows the assessor to insert direct
Quotes from their observation into the file.
It helps reveal insights into the child’s behavior and is written
Subjectively.
12. Running Record used for evaluation
Written during the observation
Gives minute details into child’s behavior/education level
Uncovers developmental concerns
Helps educators see what issues inside their classroom
May be adversely affecting the child’s education
Descriptors may be added to this assessment to identify specific
Areas of concern with the child’s behavior.
13. Checklists-A Formal, Measurement used:
Measures child’s current performance
Measures child’s current level of development
Shows a defined scope/areas that need to be addressed.
Defines specific pre-determined criterion in order to compare the
child against normal levels.
14. Rating Scales-Measure the Degree
This type of assessment helps to measure the degree to which a behavior
is being exhibited
Shows child’s conduct
Show’s child’s motivation level
Shows child’s effort during an activity
15. Criterion vs. Normal Criterion as Measured
Using current criteria available to use as a comparison for the
assessments performed will offer Inter-Rater Reliability that
will aide the Special Education team, the General Education
Teacher, The Parent, The Child, and any Doctors Involved.
The combination of this material will help
devise a plan for the students education.
16. Diagnosis and Plan: IFSP, I.E.P. under
I.D.E.A
Creating an Individual Family Service Plan allows for a
Contract to be agreed upon by the parents/child/educator.
This Plan covers the child’s development, goals/objectives for
The child and the family. Acts as a guide to achieve goals/obj.
17. Creating the I.E.P.-for the student
Document current level of educational/emotional/social/behavioral development.
Creates a formal document of an agreed upon contract
Includes goals/objectives
Includes behavior management techniques
18. I.E.P. continued
Reasonable accommodations for the child in the classroom
Special Seating
Additional time to complete assignments
Additional assistance with assignments
Time modifications
Technology to aids with child’s success
19. Re-evaluation and Assessment
The parent’s of the child can request an amendment To the current I.E.P. at any
time
The student has the right to the Least restrictive environment possible
The student will have modifications made to their assignments based on their
current level of education.
20. When the Least Restrictive Environment
Fails
If available, the student may be confined to a special education classroom.
If the funds are available the child may qualify or be required to go to a special
school.
Medication/Therapy may be added to the Plan
21. Creating a lesson Plan that Involves
Modifications:
The child should be seated up front to the teacher away from
distractions.
The child may need a modified lesson plan
Examples: Skeletal notes to help the student follow along.
22. Modifications Continued:
The child may need visual aides to help them complete assignments.
The child may need additional explanation for the task.
The child will need to know the schedule
The child needs to know the rules/expectations.
The teacher needs to be consistent in making the child adhere to the classroom
rules/expectations.
23. Modifications continued
The child may need extra time to complete an
assignment.
Examples:
This could mean the child being to take home
incomplete classroom to complete.
This could mean several extra days to work on a
project.
24. STUDENT INVOLVMENT/HANDS ON
ACTIVITY:
A student needs to feel safe and have a connection to a teacher and a
subject in order to understand a concept.
Tying a history lesson using a common thread, using visual aides, having
expectations, rules, and timelines mapped out for the lesson mapped out
for the student is essential.
25. West Virginia Becoming a New State and Government
Article IV, Section 3 of the United States Constitution says, “No new States
shall be formed or erected within the Jurisdiction of any other State … without the
Consent of the Legislatures of the States concerned as well as of the Congress.”
CONSIDER THIS…..
Was West Virginia carved out of another state?
Did Virginia Agree to the division?
26. Answers?
YES - West Virginia was literally carved out of the existing state of Virginia.
NO - Virginia did not agree to the terms, conditions, boundary lines, etc.
Reasons for West Virginia Succeeding from VA were
numerous.
DOES THAT MAKE IT LEGAL? NO!!~!
27. GETTING THE STUDENTS INVOLVED:
DOES ANYONE KNOW THE STORY BEHIND THE STATEHOOD OF WVA?
WHAT DO YOU KNOW ABOUT THE SITUATION?
RICHMOND WAS THE CAPITAL OF VIRGINIA
THE RESIDENTS OF THE CURRENT AREA OF WEST VIRGINIA HAD LITTLE
TO NO REPRESENTATION IN THE POLITICAL/ECONOMIC DECISIONS
ABOUT THEIR STATE.
VIRGINIA AREA RESIDENTS CONTROLLED THE RAILROAD MONOPOLY
28. Involvement cont.…
THEY ASKED FOR BETTER TRANSPORTATION ROUTES TO BE CREATED SO THAT
THEY COULD SEND LOCAL REPRESENTATION TO RICHMOND TO HELP IN
CREATING LAWS THAT AFFECTED THEM.
RICHMOND BASICALLY IGNORED PRESENT DAY WVA PLOY FOR BETTER
TRANSPORTATION AND MORE POLITICAL AND SOCIAL AUTONOMY.
RICHMOND AND THE SOUTHERN PART OF VA SUCCEEDED FROM THE UNION
AGAINST THE CITIZENS OF PRESENT DAY WVA’S WISHES.
AND THEN THERE WAS SLAVERY.
29. A DIVIDING ISSUE
AFTER FORT SUMNER WAS TAKEN BY THE SOUTHERN CONFEDERATE SOLDIERS,
THE NEWLY ELECTED LINCOLN DEMANDED VIRGINIA’S MILITIA COME TO THEIR
AIDE.
VIRGINIA WAS ANGRY BECAUSE THEY WANTED TO KEEP THE INSTITUTION OF
SLAVERY ALIVE.
THE AREA THAT NOW MAKES UP OUR HOME STATE OF WV HAD A CHANCE TO
GAIN ADMITTANCE INTO THE UNION IF THEY ABOLISHED SLAVERY. THEY AGREED.
BUT THE VIRGINIA GOVERNMENT WOULD NOT AGREE TO LET THEM SUCCEED
FROM THE VIRGINIA BOUNDARIES.
30. WV REBELLED
WV HAS BEEN THE ONLY STATE THAT HAS BEEN CREATED OUT OF ANOTHER STATE.
THEY WERE THE REBELL WITH THE CAUSE IN 1861
WEST VIRGINIA GAINED CONTROL OVER THEIR OWN GOVERNMENT
WEST VIRGINIA TOOK THEIR RAILROAD WITH THEM AND KEPT IT WITHIN THEIR
BORDERS.
WEST VIRGINIA WAS ABLE TO CREATE THEIR OWN INFRATRUCTURE,
MANUFACTORING PLANTS, AND TRADE ROUTES.
WV GAINED ECONOMICAL, SOCIAL, AND POLITICAL AUTONOMY.
31. Rebellion cont.…
THIS LESSON COULD BE USED TO TEACH A SOCIAL LESSON AS WELL
IT TEACHES KIDS WITH BEHAVORIOR ISSUES THAT THERE IS A WAY TO STAND UP
FOR YOURSELF WITHOUT USING DEROGATORY LANGUAGE OR PHYSICAL
ACTIONS.
IN A SENSE THE SECIONALISM LESSON IS A 2 IN 1 LESSON. IT IS A HISTORY
LESSON ABOUT THE STATE IN WHICH THEY LIVE AND A CIVICS LESSON ON HOW
TO STAND UP FOR WHAT YOU BELIEVE IN.
33. SETTING EMOTIONAL AND BEHAVIORAL GOALS
FOR THE I.E.P.
LEARNING TO ADJUST TO ENVIRONMENT
HANDLING NEW SITUATIONS
RECOGNIZING EMOTIONS
COPING WITH FRUSTRATION
UNDERSTANDING STRENGTHS AND WEAKNESS
SETTING SHORT TERM/LONG TERM MEASURABLE GOALS
SELF-ADVOCACY/COMPLIANCE
COMPETANCY
34. More Goals:
ADMITTING DEFEAT
SELF CONTROL
TOLERATING FRUSTRATION
PRIDE IN ACCOMPLISHMENT
INDEPENDENT TASK COMPLETION
COPING WITH STRESS
PEER INTERACTION
SOCIAL ADULT INTERACTION
35. SKILLS FOR I.E.P. FOR RELATING TO
OTHERS
PEER INTERACTION
GROUP INVOLVEMENT
BEING ON TASK
KEEPING HANDS TO ONESELF
BE RESPECTFUL
DEMONSTATE TAKING TURNS
ACCEPTING ASSISTANCE FROM OTHERS
RESPECTING OTHER PEOPLE’S PROPERTY
36. More Skills:
AS EDUCATORS WE NEED TO CREATE MEASURABLE GOALS FOR STUDENTS TO
COMPLETE.
IF THE GOAL IS RIDICULOUS OR TOO HIGH WE SET THE CHILD UP FOR FAILURE
IF THE GOAL IS NOT HI ENOUGH, WE DON’T HAVE THE OPPORTUNITY TO HELP A
CHILD REALIZE ALL THE THINGS THEY ARE CAPABLE OF COMPLETEING.
CREATING MEASURABLE GOALS, BEING CONSISTANT, HOLDING THE STUDENTS
ACCOUNTABLE, AND PROVIDING STRUCTURE, WILL HELP A CHILD WITH
EMOTIONAL DISTURBANCE LEARN TO OVERCOME CHALLENGES.
37. My Modified Lesson Plan-Sectionalism WV
I would use a common interest the child has in order to gain their
attention on the subject.
EXAMPLES:
Sectionalism-would be a much more interesting topic when a connection
is made to the state the student lives in and asking the question
“Did West Virginia become a state legally or Illegally?
41. Works Cited
Association, I. R. (2015). Student Interactive. ReadWriteThink. Retrieved from www.ReadWriteThink.com
Education, V. D. (2012). Specific Disabilities/Emotional Disabilities. doi:2015
Foundation, V. (2014). Lesson Plans. Thinkfinity. Retrieved from www.verizon.com/foundation
LLs, T. (2015). Present Level of Educational Performance. Creative Commons Attributions. Retrieved from
http://iepdevelopement.wikispaces.com
Marlirano, G. C. (2013). Teach 21. West Virginia Department of Education. Retrieved from www.teach21.wv.edu
Perou, D. R. (2013, May 16). Up to 1 in 5 Children suffer from a Mental Disorder. Lifescript Health with a Heart.
Retrieved from www.lifescripte.com
Resources, C. f. (2014). 10 Basic Steps in Special Education. U.S . Department of Education(Programs No. H328R130014).
Retrieved from www.parentcenterhub.org
