Education is an important factor of life that is a foundation of intellectual development and intelligence that shapes the futures of all students. There are students with disorders and disabilities who display hardships and delays in education that require different approaches and special teaching strategies. Students with emotional and behavioral disorders are a group of students that require such modification or accommodation approaches. EBD student’s exhibit challenging behaviors, emotional instability, and are opposed to change.
Therefore, once a student with EBD is place in the general classroom, the student might encounter challenges with learning and create problems and threats for the teacher as well as their peers.
Teachers need to remember that students with EBD have the same rights as everyone else; the students with EBD need a specific teaching strategy and approach to assessments and instruction. Teachers need to establish a teacher student relationship to assist in the techniques and the learning process. There are a variety of intervention and prevention techniques that can be used to decrease the discrepancies and tension in the behavior and manner of the students in a general classroom setting.
In order to apply the techniques effectively teachers have to understand the challenges students with EBD face. The creation of a special education team plays and important role of intervention and prevention for the student with EBD and is necessary to meet all the needs of the student. The special education team should consist of at least one regular educator, one special educator, a parent, and an administrator.
Students with EBD are influenced on different levels of interaction socially and need this variety of member to be included on the team. The SPED team has a responsibility to develop a comprehensive academic program and to make certain there is mutual consistency in actions and support. The SPED team needs a general educator in the team because their role is vital to the prevention plan in the academic environment. Sometimes the teachers have students with EBD in their classrooms that haven’t been diagnosed and the symptoms will surface in a classroom setting.
The regular teacher will deal with the issues first until they determine or diagnose the student. The regular teacher needs to have knowledge or possess the basics of treating EBD students. Teachers should teach them self control and self management techniques to be used on a regular basis in the classroom. If the techniques applied don’t work and the student gets worse than consideration should take place to include the student into a special education classroom. A special education teacher is necessary for the SPED team because their expertise deals with students of different disorders or disabilities such as students with EBD. Special education teachers can recommend some beneficial techniques that can be implemented in the general classroom setting or for parents at home. Special education teachers may figure out the problem at home which needs to be solved in order to provide helpful methods and then can facilitate intervention in the classroom setting. The team needs to have a good combination of people with intervention techniques for special education in the education school plan.
This will reduce the risk of school factors for students with EBD. Parents that have students with EBD need to actively participate or be an active person of the SPED team for many different reasons. Parents acquire the most information about the heart of their child’s disorder. Next, parents should be included in any early intervention to assist in the students classroom placement decisions otherwise it has been determined that it could be destructive for the EBD student.
It has been noted that family and parent problems tend to be the main cause of emotional and behavioral disorders. Therefore, SPED teams can help to get to the main problem thus special educators and the administration can unravel home problems. The school administrator is a vital member to the SPED team because they have useful information and knowledge about the school policy formation. Students with EBD often feel discriminated against because of the ambiguous and zero tolerance rules regarding behavior from the school. The zero tolerance rules for behavior in school can threaten the behavioral and emotional stability of students with EBD.
The administration can educate the educators on the IDEA rules and regulations and handle relevant assessments and design and develop special education programming. There are some concerns that make it difficult for school administrators and special education educators and can be very complicated because they want to make sure they meet the needs of students with EBD. One of the concerns is the uncertainty and stigmas towards the definition of educational and behavioral disorders and the need of understanding what behavior is inappropriate, the inability to construct social relationships, and if the disability classification should be EBD. The behavior if inappropriate doesn’t fit into any ethical norms, cultural, and religious society during a given time. Student’s with EBD displays a variety of disorder types and inner emotional and behavioral disorders behaviors appear sometimes in a manner of violence or suicide.
The characteristics and symptoms of students with EBD tend to change so it makes it difficult to provide a solid diagnosis of EBD. The challenges teachers face when teaching students with EBD require competency from the educators. Given that students with EBD have a deficit in language, social skills, intellectual abilities, and lower academic results it hard for teachers to find a happy medium in making sure the school pace is mainstreaming to meet their specific needs.
Aggression has emerged because of the lack of appraisal or opportunities from teachers. Consequently, training, self control, and classroom management needs to be the practice fro students with EBD. “Teachers have to adjust to the specific needs of students and give them proper instructional interactions, actively interact with parents and get actively involved in the collection of data on EBD students’ progress, developing special education programs and interpret EBD students’ results according to the assessment rules designed for them in order to provide these special needs students with adequate instruction and support” (Yell et al., 2009).
The active participation and involvement of parents in the intervention and prevention programs will get rid of some risk factors and develop a home based and comprehensive school intervention plan. The participation of school educators and administration can assist in solving the main challenges dealing with exclusion of students with EBD from the zero tolerance mainstream school policy. EBD students symbolize are a small group of specialized needs.
The behavior of EBD students are usually unexplainable and unpredictable, which makes it challenging when dealing with the student and meeting their needs. Nevertheless, if there is a closer look into the causes and roots of EBD and work done on the classification, most likely can be a problem solver. As it comes from the arrangement of the SPED team if they are conflicting then it will be difficult to develop an effective intervention and prevention program. This makes it imperative to accept a universal strategy in meeting the academic challenges for students with EBD.
References
Yell, M. L, Meadows, N. B., Drasgow, E., & Shriner, J. G. (2009). Evidence-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Merrill/Pearson. ISBN-13: 978-0130968234
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