Emotional Disturbance

Emotional Disturbance is a disability category of Special Education. Students who qualify for special education under this category have emotional difficulties that are significantly impacting the child's education. The child may or may not have a psychological diagnosis. A child with a diagnosis of anxiety, depression, bipolar disorder, or others may qualify under this category. However, someone with undiagnosed emotional problems may also qualify. Some believe that students with extreme behavioral problems should qualify under this category. That is not the case. A student can only qualify if it is determined that the behavioral problems are due to an Emotional Disability.

I strongly dislike the term Emotional Disturbance. Some systems will refer to it as Emotional Disability. However, the official name within the federal guidelines is Emotional Disturbance. Personally, I feel that "disturbance" is degrading and really does not describe the child.

IDEIA 2004 Definition of Emotional Disability/Emotional Disturbance

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

• An inability to learn that 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.

Emotional disability includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Check out the chart on School Psychologist Files to see the difference between emotional disturbance and social maladjustment.

Where to find the resources on School Psychologist Files and Blog Files for these Disabilities:

ADHD

• Overview of ADHD
• FAQ about ADHD
• Diagnosing ADHD
• Classroom Interventions for Children with ADHD
• Other Health Impairment
  

Autism Spectrum Disorders

• Autism Overview
• Asperger's Syndrome Overview
• FAQ Parents ask about Asperger's Syndrome and Special Education
• Structuring Environments for Children with Autism
  

Specific Learning Disability

• Specific Learning Disability Overview
• Skills Needed in Reading
• Visual Processing
  

Others

• Developmental Delay
• Emotional Disturbance (Emotional Disability)
  

Transitioning from Elementary School to Middle School

The transition from elementary school to middle school is a huge milestone. It typically comes with a variety of mixed emotions. The students in Middle schools usually come from multiple elementary schools. This means meeting new friends, new teachers, and new facilities, not to mention new freedoms and new hormones. Middle school typically means lockers, changing classes, and learning the styles of multiple teachers. For some kids, this is all exciting and feels like a rite of passage towards being free. For others, it's completely overwhelming.

Suggestions to help ease the pressure of the transition:

• Stay connected with your child. Peer pressure begins to become stronger at this age. Some middle schoolers will be offered cigarettes, alcohol or other drugs. Sexual temptations sometimes begin at this stage also. Research suggests that when parents stay connected, the child is more likely to avoid these activities. It helps when parents are open and give them tools and the words to say if the pressure comes up.

• Arrange for your child to tour the school and meet teachers if possible. If there is an open house, attend. Seeing classrooms and navigating the school can help ease anxiety.

• Focus on things that will be the same, such as a good friend.

• For the students with an IEP: Have someone from the middle school and the elemenatry school be at the IEP meeting. There will be someone who knows the new school and someone who knows your child.

• For the students with a 504 Plan: If there is not someone from the middle school at the 504 meeting, request a 504 review at the beginnng of the school year to update accommodations.

• If your student struggles, but does not have an IEP or 504 Plan, provide a list of accommodations that have been attempted in the past. There is no need to reinvent the wheel and it's important for new teachers to understand a little of the history. A brief meeting at the beginning of the school year, an email, or a call can be a great idea.

Good things about Middle School.

• Middle school can be a great time to begin cultivating specific interests in elective classes or after school activities.
• Your child will meet new friends and may be developing friendships that will last for years.
• Your child will be learning valuable life skills and developing independence.
  

Prevent Skill Sliding this Summer

Summer is my favorite time of the year. I remember being a kid and how wonderful it was to have a break from the academics, to sleep in, play late, spend days in the pool, and take vacations. Believe me, I'm in support of all of these things and I think it's a great part of being a kid. However, there can be a downside to the lazy days of summer, especially for children who struggle.... Practice makes perfect and days without practice, means skill sliding. For the children who are already behind peers, it's not a good idea to let those skills slide.


What you might be able to do as a parent:

• If it is offered and you feel it is a good idea for your child- summer school. That's the best way for children to keep the skills they have and even possibly improve and be more ready for the next year. Summer school is not offered in all systems and eligibility is limited. Talk to your principal to see if this is a possibility for your child.

• Tutoring can be a great way to focus on a specific skills or to practice what has already been learned. Many teachers are willing to tutor during the summer and can create fun lessons. The downside is the cost.

What all parents can do:
If summer school or tutoring is not an option, don't fret. There are things any family can do. A parent put academic time into the daily or weekly schedule. Warning: You will have resistance and you will have to be the one to set the rules and DO NOT BUDGE! Set up a time every day or on certain days of the week for academic time. Let your children know that this is the expectation and it WILL happen. You can ask your teacher for suggestions on a workbook or a certain skill to work on over the summer.

Possible scenarios:

• 20 minutes of reading before bed every night and on Monday, Wednesday, and Friday 30 minutes from a math workbook on your child's level.

• Flash cards right after breakfast before she can go play, 20 minutes of reading in the evening.

• Computer game focusing on a specific math skill for 20 minutes before any other video games can be played that day.

• Play "school" with your son twice a week. You teach him for 20 minutes, then he teaches you a skill he already knows.

• The entire family will read to themselves for thirty minutes every evening before the children's bedtime.

Tips:
Don't push too hard about what is learned. However, do be firm about keeping with the set times. Remember to let them be kids and have carefree times as well. Do what works well for your family while helping to encourage responsibility and academic growth in your child.

There ARE Some Students Who Struggle, But Do Not Qualify for Special Education

It is very difficult for parents and teachers when a child who struggles in the classroom does not qualify for special education. To many it seems that if a child needs help, they should get an IEP. However, it is not that easy. School systems are required to provide data to support why a student qualifies for special education services. If the data does not meet the criteria based on the federal guidelines, a school is not permitted to provide special education services to that student. This can be a huge shock to parents when the test data comes in and does not support eligibility for special education. The number one argument: "But he is struggling so much, how can he not qualify?" The test data may support, that yes, your child is struggling. However, struggling students do not always qualify.

When this occurs, a parent has a number of options. If they do not feel that the data is accurate, parents have a right to request an Independent Educational Evaluation at the expense of the school system. A professional, not tied to the school system will complete an evaluation. The school will reconvene an eligibility meeting and then determine if your child meets criteria based on the new data. Another option, is to look into whether your child would qualify for Section 504. This will offer protection for your child, but not to the degree as an IEP.

If special education is not going to be an option, parents need to advocate for their child each year. Request a Child Study Meeting or a team meeting with your child's teachers to develop strategies. Create a list of what has been tried and what has worked well. At the start of every school year, have a meeting with the new teacher/s and give them information about the strengths and weaknesses of your child.

In order to qualify for special education services:

1. A student must have a disability (one of the recognized categories from IDEIA 2004) The school district has specific criteria that must be met in order to determine that there is a disability. The federal government monitors schools systems to ensure that proper identification is in place since funding is so closely tied to the percentage of students in special education.

2. A student must have a documented need for special education, beyond reasonable accommodations in a general education classroom.

3. The difficulties can not be primarily the result of an environmental, cultural, or language disadvantage.

For More Information see "A Parent's Guide for when a child does not qualify for special education services"

Anxiety in children

Children, and adults for that matter, have anxiety for a variety of reasons. For some of us, it feels like a normal part of our life, while others seem to have control over it. There are those people who seem to be able to relax, while others are fretting about the "what ifs." Regardless of who we are, everyone feels anxiety at various times throughout life. Especially children who have to completely rely on adults and learn about dangerous things that are very real. Parents often have a hard time knowing whether the anxiety in their son is typical development, or a sign that it could be something more. Especially parents who are prone to anxiety, do not recognize when the constant worries of their child are extreme. Some worries are typical of development, while others indicate a greater problem.

When to get help:

1. If your child's natural reaction to most new situations is anxiety, it may be helpful to seek counseling to help your child develop more appropriate strategies for dealing with stress.
2. If there has been a significant stressor in your child's life, counseling for a brief period of time can help your child deal with the situation. This will also model appropriate ways of dealing with stress when future stressors arise. If there has been abuse of any kind, do not hesitate to seek help.
3. If your child's reaction to stress is rare but significant, counseling can be beneficial. For example, If your daughter typically holds in her emotions, but suddenly has extreme outbursts, this is a sign that she may have more intense anxiety than you realize. Learning how to express her emotions regularly could be a good idea.
4. If your gut tells you there is a problem, seek help. Usually parents have a good sense of this. Parents sometimes worry that they are just being overanxious and making something out of nothing. Don't worry, a little counseling won't hurt anyone.


Please do not ignore anxiety in children. Children who are anxious are developing maladaptive thought patterns that are much more difficult to break in adulthood. It's never too late to make changes in oneself, but the earlier one begins to break the patterns of anxiety, the easier it is. Also, having anxiety in childhood makes a person much more likely to develop an anxiety related disorder in adulthood.




Anxiety Disorders described in the Diagnostic Statistic Manual, Fourth Edition Revised (DSM-IV-TR)

Panic Attack: a period where there is a sudden onset of intnese apprehension, fearfulness, or terror associated with feelings of impending doom. Symptoms include shortness or breath, chest pain or discomfort.

Agoraphobia: anxiety about places or situations where escape might be difficult

Specific Phobia: anxiety provoked by exposure to a specific feared object or situation, often leading to avoidance behavior

Social Phobia: clinically significant anxiety provoked by exposure to certain types of social or performance situations

Obsessive-Compulsive Disorder: obsessions (marked by anxiety) and compulsions which serve to neutralize anxiety

Posttraumatic Stress Disorder: Re experiencing an extremely traumatic event

Acute Stress Disorder: Occurs immediately in the aftermath of an extremely traumatic event

Generalized Anxiety Disorder: at least 6 months of persistent and excessive anxiety and worry.

Thanks!

I'm happy to say that an article from School Psychologist Blog Files was listed as part of "100 Incredibly Inspiring Blog Posts For Educators."

What do General Education Teachers Need to Know about Special Education was on the list! Thanks for reading, and thanks for the recognition!