EMOTIONAL BEHAVIORAL STUDENTS

Emotional Behavioral Students in Separate Classrooms vs. Inclusion

Table of Contents

Characteristics of Seriously Emotionally Disturbed Students3

Assessment and Placement5

Classroom Structure8

Inclusion Controversy9

Teacher Attitudes11

Current Trends and Issues13

Emotional Behavioral Students in Separate Classrooms vs. Inclusion

Characteristics of Seriously Emotionally Disturbed Students

A number of authors have identified certain characteristics of seriously emotionally disturbed students. Several topics appear relevant such as reciprocal relationships, federal mandates, and behavior cycles. Morgan (2006) stated that there is a reciprocal relationship between a child's emotions and academic performance. A child's behavior is a barometer of his or her emotions. The spectrum of behavioral symptoms which signal an emotional problem is quite broad. The danger signals may be blatant or subtle. Behavioral characteristics which may signal that a child is in conflict with himself, his family, or his environment include explosive anger or hostility, excessive fearfulness, chronic lying, depression, excessive anxiety, attempts to control self and others, chronic manipulative behavior, unwillingness to communicate, chronic stealing, fixations, and self-sabotaging behavior.

The Individuals with Disabilities Education Act, IDEA Section 121a.5 defines seriously emotionally disturbed as follows. This definition is used by psychologists in the diagnosis of emotional disturbance.

The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

An inability to learn which cannot be explained by intellectual, sensory, or health factors.

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

Inappropriate types of behavior or feelings under normal circumstances.

A general, pervasive mood of unhappiness or depression.

A tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes children who are schizophrenic (or autistic). The term does not include children who are socially maladjusted, unless it is determined that they are seriously emotionally disturbed. (p. 22)

Children with emotional disturbances are served in a variety of classroom settings, but most are assigned to self-contained settings. Emotionally disturbed children have been diagnosed by a certified/licensed psychologist according to eligibility criteria established through federal special education mandates and placed in special education through an ARD committee (Lane 2004).

Recently though, a new definition has been circulating through the field of education. This definition could be helpful to the regular classroom teacher for referral of students suspected of being emotionally disturbed. This definition describes an emotional or behavioral disorder as:

A disability characterized by behavior or emotional responses in school so different from appropriate age, culture, or ethnic norms that they adversely affect educational performance (Rea 2002). Educational performance includes the development and demonstration of academic, social, vocational and personal skills.

It is important for the regular classroom teacher of emotionally disturbed students in an inclusion classroom setting to be aware of the acting out behavior cycle that occurs with these students so that strategies may be used to de-escalate a potentially dangerous situation. Walker, Colvin, and Ramsey (1995) describe acting out behavior cycle that includes seven distinct phases a student with a disability of severely emotionally ...