...Running head: Teaching students with EBD Challenges of Teaching Students with EBD Anissa R. Dillard Grand Canyon University SPE558 February 1, 2011 When it comes to teaching students with Emotional and behavior disorders the first thing that comes to mind is the saying “it takes a village”. Educating students with EBD is a challenging feat that requires the cooperation of a host of individuals beginning with parents, teachers, paraprofessionals, school counselors, and in some cases social workers and medical professionals. In the academic world these group of individuals in a called a SPED team. This team works together to strategize and implement proper intervention techniques to help the EBD student overcome the academic and social issues that can be a result of the underlying disorder. Challenges The first major challenge of educating students with EBD is defining exactly what EBD is. According to IDEA, emotional and behavior disorders: EBD is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which 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...
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...Running head: CHALLENGES OF TEACHING STUDENTS WITH EBD Danica B. Gambill Grand Canyon University: SPE 357 February 19, 2012 Students with emotional behavior disorders (EBD) are described as students that display inappropriate behaviors (Falk, Lane, Wehby, 2003). According to Kauffman, Landrum, and Tankersley, (2003) students are inclined to have increasingly higher incidences of inappropriate behaviors and lower incidences of positive, appropriate behaviors. EBD students are also faced with academic challenges that are most likely due to extreme behaviors. Students with EBD may have a hard time socializing with peers and maintaining positive relationships with their peers. However, Cushing, Dunlap, and Fox (2002) propose that early intervention can have a positive effect for children presenting difficult or challenging behaviors. Students with EBD often disturb the classroom with unwanted behaviors. These behaviors have a tendency to intrude on the other student’s instructional time because the teacher spends a lot of time correcting the behavior and less time teaching the class (Falk et.al. 2003). “More recent evidence has revealed that teachers in self-contained classrooms for students with EBD dedicate only 30% of the school day to actual academic instruction”, (Wehby, 2003). Classrooms that contain students with EBD are missing different elements that are important for students to be successful (Falk et.al. 2003). According to Falk et...
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...classroom management and curriculum in the absence of the teacher and regardless of the length of time of the absence. After a year of “subbing”, I was able to identify that high school grade nine through twelve was the age group that I had the greatest success working with. As I mentioned, I was successful at all ages and grades, however, I was able to overcome challenges and barriers that many other high school teacher had difficulty or inability to overcome. Another indicator was listening to the way that teachers speak of their students. Naturally, elementary school teachers cannot cay enough positive things about their students. It is easier to be forgiving with younger children because you understand and expect them to need redirection and reinforcement. As opposed to older students who teachers expect to have achieved a certain level of learning and behavioral expectation. Unfortunately, I have encountered many high school teacher who don’t speak very highly of their students and lead me to question why they chose to teach those grades. On the brighter side, the teachers that I met who possessed that passion for teaching high school...
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...Physical Disabilities Teachers have great expectations for their students while in their classroom. There are many classrooms that have a few students with a disability or disorder that cause them in misbehave or act inappropriately, which can cause them to fall behind in many areas. Learning can be difficult at times and failure is a part of this and is this is an important part of learning. Failure can be meet with motivation to achieve better next time, and encouraging students to strive on. When teachers understand a disorder and the tools needed to help these students they will have the ability to make differences in student's lives. Teachers need to have a clear understanding of each and every child that attends class and this includes those with various disorders and disabilities. Teachers have many responsibilities such ad the children's expectations, of peacemaker, disciplinarian, and educator. Not only these, but knowing the correct strategies to fulfill what is expected of them. Disabilities such as physical, other health impairments and brain trauma are a few of the disabilities that teachers need an abundant amount of knowledge in for the success of the student, and not just the disabled students. Students with disabilities may have a wide range of physical or other health impairments from academic success to social skills and the teachers understanding of these and the lack in which the students has is important in order for success with the child and their future...
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...unreliable, inflated and in some causes even discriminatory. It’s the manner in which students are referred to and then placed in special education. In the past 30 years special education has grown in numbers. According to NPR.org one in seven students, is classified as having a disability. That’s 63% more than when special education programs officially began in 1976. The concern is, what happened in those 3 decades to allow a generation of children to decline mentally and intellectually. There are 13 categories of special education under IDEA: autism, deaf-blindness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment,otherhealth impairment, specific learning disability, traumatic brain injury, speech language impairment and visual impairment including blindness (nichy.org). Two categories made substaintial gains. The number of students labeled with a specific learning disability tripled and the category of other health impairment quadrupled. These categories caused an increase of students placed in special education as a whole to an increase of 86%. Special education has many issues that may hinder or accentuate our present state of consequences. According to Kaufmann (1999), special education is characterized as: Special Education: Past Historically, special education has suffered with its own challenges, obstacles, shortcomings, controversy and yet improvements and have made great...
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...Attitudes and Perceptions of Inclusion Model: A Comparison Including Students with Mild, Moderate, and Severe Disabilities Concept Paper Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION by Teriann S. Nash Prescott Valley, Arizona May- June 2014 Table of Contents Introduction 1 Statement of the Problem 1 Purpose of the Study 2 Research Questions 3 Hypotheses 4 Definition of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically developing classmates through an array of useful and appropriate activities” (p. 531). The belief is that students with an identified disability should be educated and integrated...
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...presentation was based upon Yvonne’s own experiences as a head teacher, moving a school from traditional learning towards the 21st century approach and as a classroom practitioner faced with the challenge of applying the theory of personalised learning into practice at the same time as ensuring students are prepared for and achieve in traditional exams. Note: The report below highlights the key points of discussion and debate between a few educators some of whom attend the Keynote (Wednesday 23rd at Lincoln Community School, afternoon session) It was argued that there were certain phrases that become almost “dead” in the mind of teachers. They represent big ideas and processes that we probably haven’t mastered and pay lip service to - “Personalised learning” and “Independent learning”. The evidence and misconception of the majority of colleagues over the two terms above was rife. Some dismissed the term “personalised learning” stating that there was no doubt some benefit to the power of one to one interactions with students but could not subscribe to the fact that this was the key to “personalising” learning. Instances were given of colleagues spending acres of time with each student and berating themselves and the limitations of timetables when they felt they had let their students down by “not getting to them”. Some questioned the idea that a curriculum could be truly...
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...Virtual Assistive Technology Two of the biggest challenges currently faced by both special and general educators are to diversify instruction in order to make core content area curriculum available to all learners and to keep the learners involved and interested in the learning process. The No Child Left Behind Act (NCLB) and the 2004 reauthorization of the Individuals with Disabilities Act (IDEA) mandate that statewide tests be used to measure and evaluate student progress. This leaves educators striving to adapt their instruction to accommodate the needs of students in terms of learning styles and ability. It has been suggested in the literature that virtual reality (VR) has the potential to assist educators in accommodating individual differences in terms of learning style, ability, and engagement (Muscott & Gifford, 1994; Chen, Toh, & Ismail, 2005; Neel, 2006; and Tiala, 2007). Virtual reality can be defined as a text and graphics-based environment that is created by a computer. Today’s students are proficient in using technology; ninety percent of children in the U.S. between the ages of 5 and 17 use computers on a regular basis (DeBell & Chapman, 2003). It stands to reason that integrating virtual reality technology into lessons would improve student motivation and engagement. Levels of Virtual Reality The educational community in general has been slow to embrace virtual reality as an assistive technology. This is most likely to due to its cost and its complexity. Many...
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...Curriculum Planning This paper will explore the effects on a child’s growth and development. What factors, such as, poverty and abuse can have on the development of a child. What educators can do to help identify delays and develop appropriate behavior in children. Also, this paper will explore what children are learning in preschool and programs that can be useful in the growth and development of children. There are differences in the growth and development of every child. Growth refers to specific changes and increases in the child’s actual size (Allen, K. & Marotz, L. 2010, p 24). Development refers to any increase in complexity, from simple to more complicated, and detailed (Allen, K. & Marotz, L. 2010, p 25). Teachers and caregivers often get these confused. Growth defined as an increase in size, whereas development defined by the improvement and acquisition of skills. Growth often limited by the lack of resources and development, will still take place by using the resources a child possesses. Our textbook, states “growth and development are influenced by a child’s unique genetic makeup and the quality of the everyday environment, which includes nurturing, health care, and opportunities to learn the full range of skills that are evidence of developmental progress” (Allen, K. & Marotz, L. 2010, p 25). Every child grows and develops differently according to how the child acquires the necessary skills in six key developmental areas (Allen, K. & Marotz...
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...Student Observation of Occupational Stress in teachers of Central Mindanao University Laboratory High School A Thesis Proposal Presented to the Faculty of the P.E Department School of the Central Mindanao University In Partial Fulfillment Of the Requirements for the P.E 75 Research in Physical Education By: Bustos, Fairy Vie M. Encarnacion, Jay I. Estopil, Jhon Roy A. Tanque, Ailyn July 31, 2013 INTRODUCTION Stress is the abnormal reaction that the organism displays against treating environmental elements. Stress, which is a general term used for pressure that people are exposed to in life and may be defined as the individual harmony effort that the person displays against a stimulant which has excessive psychological and physical pressure on the person. When a person feels insufficient in dealing with demands and challenges faced in life, she/he experiences stress. Being harmed by this situation or taking advantage it mainly depends on the person because stress may either be a factor threatening the organism physically or psychologically or a power which gives energy in dealing with life. Sources of stress may be classified as individual, organizational and outside of organization or it is possible to divide them into two groups as individual and organizational components. Organizational stress, which is also called professional stress, is the interaction between working conditions and the working person in environments in which the work demand exceeds...
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...throughout. The setting is a classroom in a main stream 2 form entry LEA Infant and nursery school. B is a 6 year old child with a diagnosis of ASD [Autism] he also has EBD [emotional and behavioural difficulties] with Attachment issues. B is now in Year 2 . B is academically able but exhibiting severe behavioural difficulties and displaying severe aggression toward both peers and adults with obsessive demand avoidance behaviour and impulsivity. These behaviours severely inhibit both his learning and social interaction. B is an only child . The time scale is over a nine month period, June 2010 to February 2011. B was chosen as he was not only requiring two to one support and isolation from the group to uphold the safety of his peers and of staff but was also attending for a reduced timetable of mornings only. Evidently work was required in order to go some way to improve the situation. The impact of the interventions and strategies on the child will form the main thrust of the case study. There are two main aims in undertaking the child study : * To monitor the progress of B and in particular his response to behaviour modification strategies – embarked upon through research study, discussion with other professionals, staff, child and parents. * To enhance the understanding and develop the provision for EBD students and SEN in the whole school community. The decision to focus on this particular child is indicative of the considerable impact a child with severe emotional and...
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...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...
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...International Marketing Strategy Honda and its entry in Chinese Market 2011 user [Type the company name] 12/11/2011 Introduction Honda Motor Co., Ltd. functions under the basic principles of "Respect for the Individual" and "The Three Joys" - commonly uttered as The Joy of Buying, The Joy of Selling and The Joy of Creating. "Respect for the Individual" reflects our desire to respect the unique character and ability of each individual person, trusting each other as equal partners in order to do our best in every situation. Based on this, "The Three Joys" expresses their belief and desire that each person working in, or coming into contact with our company, directly or through or products, should share a sense of joy through that experience. In line with these basic principles, since its establishment in 1948, Honda has remained on the leading edge by creating new value and providing products of the highest quality at a reasonable price, for worldwide customer satisfaction. In addition, the Company has conducted its activities with a commitment to protecting the environment and enhancing safety in a mobile society. The Company has grown to become the world's largest motorcycle manufacturer and one of the leading automakers. With a global network of 474 subsidiaries and affiliates accounted for under the equity method, Honda develops, manufactures and markets a wide variety of products, ranging from small general-purpose engines and scooters...
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...when it comes to choosing automobiles (and rightly so, since about three-fourths of India’s crude oil requirement is imported). Extracting more mechanical energy for the car from every drop of fuel is a designer’s challenge. But it is vital for the consumer, the economy and the planet. At the same time, a fast growing, young and upwardly mobile, speed conscious India demands pick-up and instant response at the accelerator pedal. There is normally a trade-off between performance and fuel efficiency. A third requirement is space efficiency, as customers want the car to be compact to cope with congestion on roads and parking lots. Yet another requirement is of minimizing emissions. The Company’s next generation, K-series engines employ a plethora of state-of-theart technologies to deliver on all these fronts. Technologies deployed could be as sophisticated as fine atomization to achieve fuel droplet diameter in microns for optimised combustion. Or, they could be as practical as using engineering polymers instead of metal in certain engine parts for weight reduction. Quite like packing more performance in a handheld smartphone as opposed to a traditional laptop. India’s road and dust conditions, the rains and driving safety considerations similarly pose design challenges unique to India. We believe, the purpose of technology is to serve mankind with products that meet the wants of society as closely as possible, are good for their long term health, happiness, safety and well-being...
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...THE STUDENT'S PRACTICAL DICTIONARY ; fNdkoq ; CONTAINING English words with English and Hindi Meanings and Pronunciation in Deva Nagri Character with an Appendix containing Familiar Foreign Words and Phrases and Abbreviations in Common use. FIFTEENTH EDITION Thoroughly Revised,Improved,Enlarged and Illustrated PRICE 3 RUPESS ALLAHABAD RAM NARAIN LAL PUBLISHER AND BOOKSELLER 1936 ISCII text of dictionary taken from from TDIL's ftp: anu.tdil.gov.in pub dict site I N 1.m I Pron 1.m a Det 1.ek, abatement N abbey N 1.kmF, GVtF, GVAv, mdApn, b A, 2. yAg, smAE ag jF vZmAlA kA Tm a"r tTA -vr, 2. tk m phlA kESpt pzq vA -tAv , aback Adv 1.acAnk, ekAek, 2.pFC abandon VT 1.CoX nA, yAg nA, yAgnA, tjnA, d d 2.EbnA aAj^ nA nOkrF CoXnA, apn ko drAcAr aAEd m CoX nA, d , nA d d abandoned A 1.CoXA h,aA, Enjn -TAn , 2.EbgXA h,aA, iEdy lolp, lMpV, drAcArF, aAvArA , , abandonment N 1.pZ yAg, sMpZ aA mo sg, EbSkl CoX nA d , abate VI 1.km honA, GVnA, DFmA honA abate VT 1.km krnA, GVAnA, DFmA krnA, m@ym krnA, rok nA, smA krnA d 1 1.IsAiyo kA mW, gz\ArA, kVF, mW, , , 2.mht aADFn sADao kF mXlF k , abbot N 1.mht, mWDArF, mWAEDkArF abbreviate VT 1.km krnA, s" krnA, CoVA krnA, p sAr EnkAlnA abbreviation N 1.s" , GVAv, sAr, lG,!p, skt, p 2.sE" pd yAf, fNd yA pd kA lG!p ^ , abdicate VTI 1.-vQCA s CoXnA, yAg krnA, tjnA, pd yAg krnA abdication N 1.pd yAg abdomen N 1.X, V, k"F, udr p p , abdominal A 1.udr sMbDF, V kA p abduct VI 1.BgA l jAnA, EnkAl l...
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