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EDUG 509
Disabilities Paper
August 29, 2017
Emotionally Disturbed Students in the Classroom
According to the National Center for Education Statistics, students falling under the descriptor of
being emotionally disturbed has risen from 283,000 in 1977 to 354,000 in 2013 (NCES,
2016). Ever since 1977, when the rate was at its lowest in 40 years, it has hovered between
roughly 300-500,000 students in the United States. Since it is so prevalent throughout schools in
America, it is vital that teachers and future teachers be educated as to the classifications of
Emotional Disturbance, as well as the best modifications to provide education for these
Emotional disturbance is a term that can be used to classify other mental health terms such
accepted term for these disorders in children because of its use in IDEA, or the Individuals with
Disabilities Education Act. There are many different identifiers that may alert parents, educators,
or other adults that the child in question is either headed down the path or has already become
emotionally disturbed. The IDEA defines a child with emotional disturbance as having one or
factors.
and teachers.
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(E) A tendency to develop physical symptoms or fears associated with personal or school
As evident, it is a large range of symptoms and issues that may qualify a child to fall under this
category of disability. While feelings of anxiety and changing moods are a normal part of the
human experience, it is important to acknowledge what sets a child with emotional disturbance
apart from any other child dealing with typical issues. In the language of IDEA, the child must
be exhibiting one or more of the characteristics over a long period of time and to a marked
degree that adversely affects a childs educational performance (IDEA, 2016). The terms
marked degree, long period of time, and adversely affects are the key phrases for which
parents and educators must be attuned. While many children will struggle with one or more of
these issues in their developmental years, if they show these signs consistently for a period of
time or begin to not succeed because of them, it may be a wise idea to call together a Student
Success Team or convene a meeting of an IEP team to discuss the options that would be best for
Some behaviors that are often the first clues to teachers that the student needs help are as
follows: hyperactivity, short attention span, impulsivity; aggression towards self or other, self-
harm, fighting; withdrawal from classmates or teacher, no social interactions, abnormal amount
of fears or anxiety; immaturity such as inappropriate crying, temper tantrums, lack of coping
skills; and learning difficulties or performance academically below grade level (Emotional
Disturbance, 2010). Under the IDEA, it is mandatory for any student suspected of needing
support to be evaluated by the school, free of charge. A childs eligibility for special education
and related services begins with a full and individual evaluation of the child, often by school
counselors or health care professionals (Emotional Disturbance, 2010, pp.16). This is a legal
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requirement, meaning that any school suspected of failure to provide these services could be
sued or fined heavily. It is of utmost importance that teachers are made aware of all laws
concerning their responsibilities to their students--especially when it comes to their mental and
The amount of classroom modifications that can be made to support students with
emotional disturbance are as vast and varied as the challenges that emotional disturbance may
provide--to students and teachers alike. One key idea that will help to drive the lesson planning
process of the teacher is to limit or eliminate dead time, or non-instructional time, as much as
possible. The reasoning for this is that dead time, when nothing is going on, is the time that will
most likely produce behavioral problems. When students are actively engaged in learning, it is
much less likely that they will engage in off-task behavior (Cavin, 1998, pp. 8). There are some
students that will be exceptionally skilled at quickly moving through your lessons and finding
themselves with nothing to do much before the other students. This is when that student will
have the most opportunity to pull their classmates off task by causing distractions. With all
students, it is wise to never have dead-time, because it is the propensity of any human to seek out
entertainment when they are not mentally stimulated. That makes this a modification that is vital
Another modification that would help to build skills in students with emotional
name would suggest, are behaviors that people engage in to compensate, or make up, for an
emotional awareness and control, so these compensatory behaviors and techniques help to target
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those areas. Another modification that all students could benefit from relies on teaching skills
for anger-reduction and problem solving (Cavin, 1998, pp.23). Using this modification, teachers
must focus on modeling good problem-solving skills. This may involve talking through a
thought process with the entire class, or sharing a problem that is going on and asking for help in
making a decision. Teachers may combine both areas of compensatory behaviors into one and
ask the class to give advice for what to do when someone gets angry. The teacher could also talk
with the students that struggle with emotional control privately and prearrange a signal between
them and the student. If the student begins to get frustrated or heated by a situation going on in
the classroom, they can quickly flash the signal to the teacher. Upon acknowledgment, the
student can leave the room and cool off with no consequences (Cavin, 1988, pp.24).
In a study conducted by Chan Evans, Stacy Weiss, and Douglas Cullinan in 2012, two
strategies were recommended for teaching students with emotional disturbances. These are self-
effective for increasing academic and social behaviors (Evans, 2012, p.88). A way to support the
growth of self-management is for teachers to discuss their own thought processes when they are
managing their emotions in more difficult situations. Contingency contracts are an option that is
good for almost any student in the classroom. These are contracts drawn up between the student
and their teacher. The way to make it the most effective is for the teacher to prompt the student
to come up with the majority of the consequences of bad behavior. If they come up with it
themselves, they will be much more likely to respect the contract when they do misbehave than
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I have been a third grade teacher for two years now, and this is my third year of teaching
this grade. I have a female student in my classroom this year named Amanda who has been
diagnosed with a combination of anxiety disorders called General Anxiety Disorder (GAD) and
Social Anxiety Disorder. Both of these disorders affect her success--both in the classroom and in
life in general. These are both classified under the umbrella of being an emotional disturbance,
which qualifies her for an IEP. She has had an IEP for one full year, as the process was begun
when she was in the first grade. Now that we are several months into the school year, I have had
a chance to truly get to know Amandas specific disorders, how they affect her learning, and how
For Amanda, group assignments are often a trigger for panic attacks. If I say the words
Pair up, class, she immediately freezes and shuts down. Her mind races a mile a minute, but,
on the surface, she is nearly unresponsive. Even after a couple hours, she still may not have
completed the assignment because of the state of panic that her mind stays in. If her body and
mind believes that she is in immediate danger, which is what her disorder is telling her, there is
no possible way for her to simply force her mind to focus on the task at hand. This has made me
learn to watch closely to observe the students that are kind, patient, and gentle with her, and I
will explicitly pair her with those students before I tell the rest of the class to pair up. Without
drawing attention, I will tell her and her partner that they will be working together, after which I
will turn and tell the rest of the class to pair up. This has actually led me to assign partners for
everyone more frequently than not, since I have seen how much more effectively Amanda works
Another thing that I have learned by working with Amanda is that her GAD makes it
difficult for her to express herself even to me sometimes if she is having a high-anxiety day. In
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my research, I discovered an article by K.S. Regan, written in 2003, that promotes the use of
dialogue journals for students with emotional disturbances. Dialogue journals are used to allow
students to voice their opinions, thoughts, and emotions in a private way to their teacher or other
trusted adult. The teacher writes a prompt of sorts to each student individually in a small class,
or a more general prompt for a large-sized classroom. Regan states that students with emotional
disturbance tend to remove themselves from others, and their expressions of self can be
misinterpreted, expressed inappropriately, or not expressed at all (Regan, 2003, p.37). I know
that Amanda falls into the latter category, that her personal voice is often lost amongst the bigger
personalities prevalent in a large classroom size. In order not to single Amanda out, about a
month into the school year I began asking every student to write in their dialogue journals for 10-
15 minutes every day after lunch. This gives the rowdy ones time to settle in, while allowing
Amanda to collect her thoughts and let me know how she is doing in a private and safe
context. In the dialogue journals, I take the time to write in at least ten students journals every
single day, with a specific few that I make sure to write in every day, such as Amanda.
Since Amanda has social anxiety, she is not entirely capable of showing her grasp of
content in any assessments that involve performance or public speaking. In fact, calling on her in
class is almost catastrophic for her. Being singled out in front of others is a major trigger for
panic for Amanda, and I must be very conscientious of this when planning my assignments or
assessments. If I assign the class into groups and ask them to perform a skit or song that they
create to prove their knowledge of a topic, I will still put Amanda in a group and expect her to
contribute to the creative process. This will be more difficult for her than others, but working
with others is a vital life skill, so it will be a struggle that will be well worth it in the end. I will
pay close attention to her participation in the group, making sure the participation is always an
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element on the rubric. I will allow her to always take a background role in the presentations
themselves, and will have a separate discussion with her about what she knows at a different
time.
Amandas IEP does not require a resource teacher to come visit the class as she is on
track with her peers intellectually, if only slightly behind. Once a week, however, she will leave
the class to meet with a school counselor for an hour. In this meeting, they will discuss exercises
to help her better her self-talk when anxious thoughts intrude, form healthy attachments to adults,
and support her in her acquisition of necessary social skills. Consistency is vital for all
emotionally disturbed students, and this is even truer for students with anxiety. To help ease
Amandas mind as we go through the day, I will have the schedule for each day written out on
the board. I will attempt to never deviate from the schedule, and will try to have a similar
schedule every day so that she knows what to expect. Consistency is so important, not only for
students with emotional disturbance but for every student--and not only in scheduling but in
every single action I perform as a teacher. I will take that lesson and apply it to every situation
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Resource Page
Cavin, C. (1998). Maintaining Sanity in an Insane Classroom: How a Teacher of Students with
Emotional Disturbance. (2010, June 16). Center for Parent Information and Resources. Retrieved
from http://www.parentcenterhub.org/emotionaldisturbance/
Evans, C., Weiss, S. L., & Cullinan, D. (2012). Teacher Perceptions and Behavioral Strategies
Fast Facts- Students with Disabilities. (2016). National Center for Education Statistics. Retrieved
from https://nces.ed.gov/fastfacts/display.asp?id=64
https://sites.ed.gov/idea/
Regan, K. S. (2003). Using Dialogue Journals in the Classroom: Forming Relationships with