Artifact #7: PK Presentation: Emotional Disturbances

This Pecha Kucha presentation aligns with the following standards: INTASC Standards:

Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning, to collaborate with learners, families,

colleagues, other school professionals, and community members to ensure learner growth, and to

advance the profession; NYS Code of Ethics Standards for Educators, Principle 3 Educators

commit to their own learning in order to develop their practice; NYS P-12 Common Core

Learning Standards, NYS Learning Standards, Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction; TEAC/CAEP Claim 3: Medaille

College graduates are caring educators; ISTE Standards for Teachers and/or Students, Teacher

Standard: Knowledge Constructor 3.d. and Standard 3.b. Model digital age work and learning;

International Literacy Association (ILA) Professional Standards, Standard 6, Professional

Learning and Leadership; CEC Standards, Standard 6: Using evidence, instructional data, research

and professional knowledge to inform practice; Ontario Curriculum Standards do not apply in this case;

Ontario Teacher Ethical Standards Ethics Standard of Respect Ethics: Standard of Care.

Inclusion of my Pecha Kucha (PK) presentation in my MSED Elementary Portfolio Project is an

important artifact in showcasing my abilities as an educational researcher and caring professional who

shows compassion for others.

Todays educator must have a solid understanding of curriculum standards and expectations with

respect to academia but one must also have a good understanding of other factors which may influence

and affect academic achievement among youth. Mental health initiatives are becoming an important part

of everyday education therefore, it is important for me as an educator to be well informed about the many

types of issues students are facing. In being well educated and informed, I am able to recognize the signs

of an emotional disturbance, identify and apply for resources which may be of assistance, collaborate with
other educational professionals and community partners about what a potential course of action might be

and work with the student and his or her family to support and encourage active involvement in a plan to

help.

As more research is conducted into the field of mental health, we are beginning to understand that

mental health is as important as physical health. If a child is emotionally disturbed, it can have negative

impact on that childs self-esteem and social interactions with other students, teachers, administrators,

parents and community members. This can have long reaching and potentially devastating effects on the

student and his or her family. It is for this reason that being educated about the warning signs of

emotional disturbances is of paramount importance for an educator like myself. Understanding the

importance of teaching students and other educational professionals through digital presentations such as

the PK Presentation that I researched and created demonstrates my readiness to teach in todays learning

environment. These best practices are skills that I have learned throughout my studies at Medaille and

practices throughout my teaching, coaching and volunteer experiences along my journey to become an

educator.

Current research on mental health, published on the Canadian Mental Health Association website

(2016) supports the importance of understanding metal health as it relates to the educational environment.

It reads as follows: The school environment poses distinct challenges, but research and

experience has showed that with understanding and co-operation on the part of administrators,

teachers, parents and students, a young persons education does not have to be derailed by a

mental illness or mental health problem. http://www.cmha.ca/public-policy/subject/education/.

Students spend a great deal of their daily lives in our classrooms and often as the teacher,

we are the first point of contact when a student begins to struggle. My knowledge relating to

issues such as race, socio-economic status, religion, cultural diversity, sexuality and
abilites/disabilities as they relate to mental health demonstrates my readiness to tackle these

issues in todays classrooms.

Through my passion for research on issues which affect our youth, I believe that I am

well prepared with the knowledge and the tools about available resources to help students in

need. My desire to collaborate with others and continually reflect on my practices speak to my fit

as a knowledgeable teacher and collaborator.

PK Presentation: Emotional Disturbances

Foundations of Special Education

ESP 600

PK Presentation: Emotional Disturbances

By: Wendy Ward

Medaille College
https://medaille.dcollege.net/courses/1/30049.201630/db/_534328_1/PK%20Presentation%20E
motional%20Disturbance%20-Wendy%20Ward.pptx

Slide 1

Hello Everybody, this presentation will address the issue of Emotional Disturbance specifically,
a childs inability to form appropriate interpersonal relationships with teachers or peers.

Slide 2

According to the Individuals with Disabilities Education Act or (IDEA), the term Emotional
Disturbance means 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:

Slide 3

a. an inability to learn that cannot be explained by intellectual, sensory or health factors;

b. an inability build or maintain satisfactory interpersonal relationships with peers and
teachers;
c. inappropriate types of behavior or feelings under normal circumstances;
Slide 4

d. a general pervasive mood of unhappiness or depression; or

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

Slide 5

An adverse effect on educational performance means there is a significant difference between the
students academic performance and reasonable expectations of performance.

The term marked degree is subjective therefore, it can be explained as problems which are
significant and apparent to school staff members who observe the student in a variety of settings
and situations.

Slide 6

The problems must occur more frequently or must be more severe than the normally expected
range of behavior for individuals of the same age, gender and cultural group.

Indicators of educational performance include: present and past grades, achievement test scores
and measures of ongoing classroom performance.
Slide 7

A students reduced intellect or sensory or health impairment cannot be the main cause of the
behavioral or emotional problem.

Emotional disturbances can affect an individuals:

Physical
Social or
Cognitive skills

Slide 8

Some characteristic behaviors of children with emotional disturbance include:

-Hyperactivity, including aggression, either injuring ones self or others, acting out or fighting

-Withdrawal. This can manifest itself in a child's inability to interact with others, showing
excessive fear or by exhibiting extreme anxiety.

Slide 9

Further characteristics of emotional disturbance include:

-Immaturity. Such as crying, temper tantrums or poor coping skills which are not age appropriate
for that child.

- Learning difficulties such as consistently performing below their academic grade level.

Slide 10

In the most serious cases, children may exhibit the following behaviors:

Distorted thinking
Excessive anxiety
Bizarre motor acts
Abnormal mood swings

These behaviors cause peers and teachers alike to be fearful and want to avoid contact; leaving
the student unable to develop the interpersonal skills they need to succeed socially. They feel less
empathy towards others have fewer friends and lower quality relationships as compared to their
peers.

Slide 11

So what causes emotional disturbance in children:

Nobody know for sure however, some suggestions which have been researched include:
Heredity
Brain disorder
Diet
Stress
Family functioning

Slide 12
It is important to note that none of these have been linked as a direct cause.

Emotional disturbance can affect individuals regardless of age, race, religion or socio economic
level.

How is a child diagnosed with an emotional disturbance? Typically, the child will undergo a
combination of cognitive and educational testing.

Slide 13

Many parents are also uncomfortable with having their children classified in special education
with the title of emotional disturbance.

The good news is that mental illness is treatable and is not the result of:
Personal weakness
Lack of character OR
Poor upbringing

Slide 14

Once identified, the school will determine the structure of that students IEP and work with them
in managing their daily life at school. Developing a students ability to build interpersonal
relationships with teachers and peers requires caring, communication, patience, understanding
and time.

Slide 15

So exactly how can educators help? Here are the do and don'ts of supporting a child with
emotional needs:

Do: collaborate with other professionals in the school such as the special education teacher.
Often they can provide help on strategies which have worked for them in the past and can give
tips beyond what is written in the student's IEP.

Slide 16

Do: talk with the student before or after class (if they are older) to go over expectations and
procedures. This also shows the students that you have a vested interest in his or her academic
and social success.

Slide 17

Do: Empower and educate classroom peers to interact with the student in a positive way.

Do: have a plan for when things go badly. Knowing ahead of time how to react and what to do
can lessen the severity of a disruption and build trust.
Don't: be afraid to ask for help. If a behavioural strategy in an IEP is not working, talk with the
team to come up with alternatives.

Slide 18

Don't let them get away with misbehavior. They need to be held accountable for appropriate
behavior in the classroom. Making exceptions or bending the rules sends the wrong message.

Slide 19

Don't: take it personally. Sometimes a student will attack those who are trying to help the most.
Staying calm is always your best bet and will go a long way in maintaining the trust you have
built with your student.

Slide 20

A students inability to form appropriate interpersonal relationships with teachers and peers can
seem like an overwhelming challenge for a classroom teacher to manage. It is important to
remember that a collective effort is required in assisting the child through the management
process so that they can have the best chance at a happy future.
References

http://www.sde.ct.gov/sde/cwp/view.asp?a=2663&q=334414

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,

http://www.parentcenterhub.org/repository/emotionaldisturbance/

http://schoolpsychologistfiles.com/emdisability/

http://faculty.education.illinois.edu/tgrayson/sped205/Lecture6.html

https://www.researchgate.net/publication/248940159_The_teacher-

student_relationship_as_an_interpersonal_relationship

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