Mental disorders or illness refers to disease that causes mild to severe disturbances in thought

or behavior, resulting in inability to cope with life’s ordinary demands and routines including
the activities. On other hand, behavioral disorder is said to be inappropriate types of behavior
(i.e. acting out against self or others) or feelings (i.e. expresses the need to harm self or
others, low self-worth and so on) under normal circumstances. Therefore, this paper attempts
to discuss with examples how a teacher can ensure learners with behavioral and mental
disorder benefit from the education service.

Mangal (2009), defines mental disorder is 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. Therefore, mental disorder is not only the absence
of psychological or behavior problems, but the presence of wellness or psychological health.
For example, self-esteem, self-acceptance, resiliency, and effective coping skills contribute to
mental health and good behavior in students. While families provide the primary support for
developing children’s mental health, schools play an important role working with students
and families.

However, as with other conditions, students with behavioral and mental disorders need a
positive, structured environment which supports growth, fosters self-esteem, and rewards
desirable behavior. Individuals with intellectual disabilities benefit from the same teaching
strategies used to teach people with other learning challenges.

Therefore, the teacher can use some teaching strategies that can enable learners with mental
and behavioural disorders benefit from the education services offered in classroom.

Learners with mental and behavioural disorders learn best with a carefully structured
academic lesson, one where the teacher explains what he or she wants children to learn in the
current lesson and places these skills and knowledge in the context of previous lessons.
Effective teachers preview their expectations about what students will learn and how they
should behave during the lesson. A number of teaching-related practices have been found
especially useful in facilitating this process:

Bender (1997), states that the teacher can provide an advance organizer. Where the teacher
prepares learners for the day’s lesson by quickly summarizing the order of various activities

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planned. Explain, for example, that a review of the previous lesson will be followed by new
information and that both group and independent work will be expected. On the other hand,
by reviewing the previous lessons. Review information about previous lessons on this topic.
For example, remind children that yesterday’s lesson focused on learning how to regroup in
subtraction. Review several problems before describing the current lesson.

Besides, set some behavioral expectations. This helps the teacher to describe how students
are expected to behave during the lesson. For example, tell children that they may talk
quietly to their neighbors as they do their seatwork or they may raise their hands to get your
attention. Thus, this makes learners to benefit from the educational services from the teacher.

Furthermore, the teacher can use supportive instructional strategies. Support the student’s
participation in the classroom. Provide students with mental and behavioural disorder with
private, discreet cues to stay on task and advance warning that they will be called upon
shortly. Avoid bringing attention to differences between mental and behavioural disorder
students and their classmates. At all times, avoid the use of sarcasm and criticism.

Dembo (1994) said that, students, who suffer from Emotional and Behavioral Disorders, or
Behavioral Disorder, very often find it difficult to control their behavior and work as
productive members of a classroom. Behavioral Disorder kids commonly lack the impulse
control and the emotional balance that is necessary to handle social interactions with other
students effectively. This can be challenging for a teacher, especially in an inclusive
classroom where only a portion of the students have Behavioral Disorder.

Therefore, Slavin (2002) adds that, the teacher can also use cooperative learning strategies.
Have students work together in small groups to maximize their own and each other’s
learning. Use strategies such as Think-Pair-Share where teachers ask students to think about
a topic, pair with a partner to discuss it, and share ideas with the group.

According to Mangal (2009), some students with mental illness may require accommodations
to allow them equal access to classes, programs, coursework, and benefit from the education
services. An accommodation is the removal of a barrier to full participation and learning. The
emphasis is on access, not outcome. This is done by providing the student with a disability
equal access to the content and activities of a course, but not necessarily assuring their

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success. For instance, classroom accommodations such as preferential seating, especially
near the door to allow leaving class for breaks.

Consequences for breaking rules should also be established at the beginning of the school
year, and applied consistently and firmly whenever the rules are broken. The consequences
must be consistent and predictable. For instance, when administering consequences, provide
feedback to the student in a calm, clear manner. That way, the student understands why the
consequence is necessary.

Try to avoid becoming emotionally reactive when rules are broken. Emotional reactivity
gives the student negative attention, which many children find very rewarding. Remain calm
and detached, be firm yet kind. It's a difficult balance to achieve, but crucially important for
positive results.

In addition, Bender (1997:123) asserts that, Routines are very important for classroom
management. Students with behavioral and mental disorders tend to struggle with transitions
and unexpected change. Going over a visual schedule of the day's activities is an effective
way to start the day, and helps the students feel grounded.

Effective teachers also use behavioral prompts to learners with mental and behavioural
disorders. These prompts help remind students about expectations for their learning and
behavior in the classroom. Slavin (2002:25) suggests that, these prompts should be visual
cues. Teachers should establish simple, nonintrusive visual cues to remind the learner to
remain on task. For example, you can point at the child while looking him or her in the eye,
or you can hold out your hand, palm down, near the child. This enables learners with mental
or behavioural disorders to benefit from the teaching and learning processes.

Above all, Kerkolo (2006), states that people with behavioural and mental disorders do best
in learning environments where visual aids are used. This might include charts, pictures, and
graphs. These visual tools are also useful for helping students to understand what behaviors
are expected of them. For instance, using charts to map students' progress is very effective.
Charts can also be used as a means of providing positive reinforcement for appropriate, on-
task behavior.

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In conclusion, we can see that mental disorder is 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. And on the other hand, behavioral disorder is said
to be inappropriate types of behavior (i.e. acting out against self or others) or feelings (i.e.
expresses the need to harm self or others, low self-worth and so on) under normal
circumstances.

Teachers play a powerful role in a student’s life and have a unique position of influence. The
steps or strategies teachers take to help a student recognize and deal with a mental and
behavioural (disorders) health issue can have an incredible impact on their future success.
Students with intensive mental health needs require a comprehensive system of care
involving the home, school, and community.

Therefore, by using strategies such breaking down learning tasks into small steps. Each
learning task is introduced, one step at a time. The use of visual aids (i.e. using charts to map
students' progress is very effective), by providing direct and immediate feedback, and rules
and routines are established in class by the teacher. Thus, these teaching strategies helps
teacher, especially learners with mental and behavioural disorder to benefit from education
service.

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 REFERENCES

Bender, W. (1997). Understanding ADHD: A Practical Guide for Teachers and Parents.
Upper Saddle River, NJ: Merrill/Prentice Hall.

Dembo. M. (1994). Applying Educational Psychology. New York: Longman.

Mangal S.K (2009). Educating Exceptional Children: An Introduction to Special Education

(5th Ed). India: New Delhi Prentice.

Slavin, R. E. (2002). Education psychology: Theory into practice. Boston, MA: Allyn and
Bacon.

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