...develop or inherent disabilities that are not their fault and they cannot do anything about it. This is really unfair to an innocent child to have to deal with this their entire life. Many of these kids suffer from disabilities and have extremely hard times dealing with it. They need help physically and mentally, so that they can cope with the disability. This normally affect the child, parents, teachers, and communities. Everyone must stay involved and motivated, so that the child has a chance to succeed. Parents need to have moral support and show their child how important their wellbeing is to them. Teacher need to educate and counsel these students to prepare them for young adult life. The community should always make the student’s lively hood and neighborhood comfortable. Our society has really stepped up and implemented programs to assist with the disabled being successful. Governments has took the responsible of making equal opportunities for disables students to succeed. They have learn the development or diagnosis for the disabled, implement early intervention programs, and invented transitional services to help students succeed in life. Students are diagnosis with disabilities regardless of their age. Some are born with the disability due to genetics (genes) or inheritance from their parents. Other students tend to develop disabilities over time due to prenatal issues such as alcohol, drugs, viral infection, and preterm birth. Developmental disabilities can be serious...
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...In this assignment, it will be talking about children with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injury. It will go on to describe what can be done in order to help not only the child, but other students interact with the children who are having a hard time in the classroom. Not all disabilities relate to learning, as some disabilities go as far as behavior. Children are born with these disabilities, and help should be provided in order to ensure that the child is getting the same education as his/her other classmates. This article will go on to explain the different teaching strategies and the determination of the student and teacher in order to cope with disorders. Furthermore, it is apparent that a person goes on to understand the effective teaching strategies for students with emotional and behavioral disorders. Some teaching strategies include: “behavior management, do not go into a power struggle with the student in need, try to stay focused on the subject at hand, display proper behavior in a learning environment” (Lecture Notes 7a). It is necessary that the teacher follows the guidelines set out in order to ensure they are giving the student the proper help possible. If the instructor continues to stay on task, the child would be more likely to stay focused and keep trying to reach an outcome to the problem. Students with emotional and behavioral disorders have complications in school. They cannot sit still...
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...Emotional Disturbance Excerpt from The Inclusive Classroom: Strategies for Effective Instruction, by M.A. Mastropieri, T.E. Scruggs, 2007 edition, p. 64-69. © ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher. Prevalence and Definitions Individuals classified as having emotional disturbance (or behavioral disorders) represent 8.1% of all students ages 6–21 served under IDEA, or .72% of the school population (U.S. Department of Education, 2002a). However, prevalence studies have suggested that the actual percentage may be much higher. Boys outnumber girls in this category by about 3.5 to 1 (Oswald, Best, Coutinho, & Nagle, 2003). Emotional disturbance refers to a number of different, but related, social-emotional disabilities. Individuals classified as emotionally disturbed meet several criteria established under IDEA, including the following: * An inability to exhibit appropriate behavior under ordinary circumstances * An inability to maintain relationships with peers or teachers * An inappropriate affect such as depression or anxiety * An inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties These characteristics must be manifested over an extended...
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...literature review on what the effects are that a behavioral specialist has on the behavioral control for the mentally disabled. Often times the mentally disabled will see a behavioral specialists in hopes that the professional can help that patient control their behaviors and learn how to be as "normal" as possible in society, although many say that this technique does not work and offers no help, while others believe it is a great method. Even though there are many considerations such as the age of the patient, cultural considerations and the patients diagnose. A behavior disorder can be characterized in many ways. The types of disorders include; anxiety disorder, disruptive behavioral disorder, dissociate disorder, emotional disorder, as well as pervasive development disorder and many others. (Health, n.a.) According to the Americans with Disabilities (2010) about 56.7 million people, or nearly 19 percent of the population had or has a disability. From 2005 up until 2010 there was a quiet an increase of 2.2 million individuals. (Bernstein, 2014). As we age the likelihood of having a behavioral disability increases. For instance in individuals who are 15 to 24, they have a one in 20 percent chance of having a behavioral disability, while individuals who are 65 to 69 have a one in 4 percent change. (Bernstein, 2014) As we age it becomes more difficult for individuals to do simple tasks, and many have mental issues that lead to a behavioral disorders such as Alzheimer’s. Approximately...
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...Jennifer Hemrick SPE 226 December 15, 2013 Emotional, Behavioral, and Physical Disabilities Students with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injuries are in every school. Students that have emotional and behavioral disorders look just like every other ‘normal’ students. According to the Individuals with Disabilities Education Act (IDEA) emotional disturbance is defined as a condition exhibiting one or more characteristics over a long period of time that affects their education performance. Children with emotional disorders are unable to show proper behavior, maintain healthy relationships, and suffer from depression and/or anxiety. There is no known cause for emotional or behavioral disorders, but some can result in genetic, biochemical, or neurological influences. Physical disabilities are more noticeable, because the student are physically different than other children. Some may have require special equipment that helps them move about in the world. Some may need canes, walkers, crutches, or even wheelchairs. Students with health impairments have limited alertness and strength. They also have an amplified watchfulness to environmental motivations. Normally a health problem, chronic or acute, such as Attention Deficit Hyperactivity Disorder (ADHD), Tourette’s syndrome, diabetes, asthma, leukemia, epilepsy, etc. can contribute to a student’s heath impairment. Injuries such as closed head trauma, items...
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...GCU SPE 558 Journal 1 January 21, 2015 Students with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injuries are in every school. Students that have emotional and behavioral disorders look just like every other ‘normal’ students. According to the Individuals with Disabilities Education Act (IDEA) emotional disturbance is defined as a condition exhibiting one or more characteristics over a long period of time that affects their education performance. Children with emotional disorders are unable to show proper behavior, maintain healthy relationships, and suffer from depression and/or anxiety. There is no known cause for emotional or behavioral disorders, but some can result in genetic, biochemical, or neurological influences. Physical disabilities are more noticeable, because the student are physically different than other children. Some may have require special equipment that helps them move about in the world. Some may need canes, walkers, crutches, or even wheelchairs. Students with health impairments have limited alertness and strength. They also have an amplified watchfulness to environmental motivations. Normally a health problem, chronic or acute, such as Attention Deficit Hyperactivity Disorder (ADHD), Tourette’s syndrome, diabetes, asthma, leukemia, epilepsy, etc. can contribute to a student’s heath impairment. Injuries such as closed head trauma, items piercing the brain, poisons of the brain, tumors, hypoxia,...
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...Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Natasha Hoaglen California State University, Chico Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders are complex disabilities and disorders that are hard for families to deal with not to mention the person enduring them. Such disabilities or disorders may seem very challenging or impossible to overcome and become successful, however throughout this paper it will be evident that it’s not the case. It is possible to succeed, when educators and families work together to provides services to students so they can become the best them. The purpose of this paper is to describe and explain Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders and how to help such learners. Intellectual and Developmental Disabilities Description & Characteristics Intellectual and developmental disabilities [ID and DD] are defined as those having “significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (Hallahan, Kauffman, & Pullen, 2009, p. 178). There are different levels of ID and DD depending on a person’s intellectual quote [IQ]. Mild is an IQ between 50-70, moderate is an IQ between 35-50, severe is an IQ between 20-35, and profound...
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...Emotional Disturbance Print Collect It! Email By M.A. Mastropieri|T.E. Scruggs Pearson Allyn Bacon Prentice Hall Updated on Jul 20, 2010 Prevalence and Definitions Individuals classified as having emotional disturbance (or behavioral disorders) represent 8.1% of all students ages 6–21 served under IDEA, or .72% of the school population (U.S. Department of Education, 2002a). However, prevalence studies have suggested that the actual percentage may be much higher. Boys outnumber girls in this category by about 3.5 to 1 (Oswald, Best, Coutinho, & Nagle, 2003). Emotional disturbance refers to a number of different, but related, social-emotional disabilities. Individuals classified as emotionally disturbed meet several criteria established under IDEA, including the following: An inability to exhibit appropriate behavior under ordinary circumstances An inability to maintain relationships with peers or teachers An inappropriate affect such as depression or anxiety An inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties These characteristics must be manifested over an extended time period and have a negative effect on school performance (U.S. Department of Education, 2002a). Individuals classified as emotionally disturbed represent a range of severity, and the disability itself may be temporary or permanent. Specific emotional disturbance areas include childhood schizophrenia; selective mutism (failure to speak...
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...At Risk Identification Introduction: The image of the child with disability in India is many faceted. The perception, who is “disabled” and “who has the disability”, is influenced by the social context that the child lives in, and not necessarily by the nature and degree of child’s impairment. A child with a mild form of disability may face exclusion in her contact, while another one with severe form of disability may experience no discrimination. The reasons for such variability in response to disability, understandably, lie in the social, cultural, religious, economic, and demographic heterogeneity of the Indian society. Factors affecting child’s development. Child’s development is affected by three subsystems, which forms the crux of child’s environment. 1) Physical and Social setting in child’s daily life i.e. physical context and people who interact with the child in that setting. The Indian child is never alone when young. The child is usually in close physical contact with the mother, sibling, or other kin. 2) Customs of childcare & socialization- All communities and culturally distinct subgroups have fairly well understood set of customs and practices regarding childcare. The child with disability receives parental care underscored by these customs, the specifics being guided by caste, social class, and ethnicity. 3) Parental beliefs of behaviour expected of children i.e. familial & community experience in socialization of children. It is important...
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...ongoing breakdown in a students ability to learn. According to the Aspen Education group, students who are consistently failing are at a high risk of dropping out before finishing their education. This is problematic because “High School drop outs are 72% more likely to be unemployed and they will earn 27% less than high school graduates”(US Dept. of Labor). When it comes to the world of Academia, there are many different components in play that affect the success or failure of students. Psychologists and educators alike have speculated about this for years, and they have proposed several different theories on student academic failure. Three main contributing factors of academic failure are learned helplessness, emotional and behavioral disorders, and learning disabilities, all of which have ways to help alleviate the chance of a student failing. Learned Helplessness Learned helplessness theory was first described by Seligman and Maier, based off of an experiment they conducted on dogs. They placed dogs in shuttle boxes and exposed them to ineludible shock. Once the dogs were exposed to this shock, they could move to the other side; however they choose not to do so. They sat helplessly, enduring the excruciating shocks. Seligman and Maier witnessed the dogs make minimal effort to escape even if they had previously successfully escaped the shock. In this case the dogs had learned to behave helplessly, even when...
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...presents both a disability and special gifts and talents (Hallahan, Kauffman & Pullen, 2015). Essentially, this phenomenon may occur with most types of disability, such as physical impairments, cerebral palsy, learning disabilities, ADHD, emotional or behavioral disorders, autism, communication disorders, deafness and blindness (Hallahan, et al., 2015). Clearly, because they need to deal with all the idiosyncrasies of two exceptionalities, they face more challenges than the typical developed children. First, twice-exceptional students often are neglected. In fact, only 11% of children with disabilities that were considered gifted actually participate in programs for gifted or talent students (Barnard-Brak, et al., 2015). One of the reasons for this misidentification is the masking effect that disabilities and giftedness provoke to each other (Barnard-Brak, et al., 2015). Moreover, if one child attends a special education program, it is more likely...
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...one thing in common which is the disability they have. However, they differ in every other aspect. The main characteristics of the intellectually disabled fall under 5 criterias which are: Physical characteristics ◾An underdevelopment in physical growth ◾Average weight and height usually less than normal peers of the same chronological age ◾Physical deformation ◾Retarded movement and balance Mental characteristics ◾Less-than-average I.Q. ◾Underdeveloped speech and language skills ◾Poor: memory, attention, perception, imagination, thinking, computing and concentration Social characteristics ◾Underdeveloped ability of social adjustment ◾Lack of interests and orientations ◾Irresponsibility ◾Aloofness ◾Aggression ◾Low self-esteem Emotional characteristics ◾Emotional imbalance ◾Excessive movement ◾Evidence of premature or late reactions ◾Primitive reactions Attributes of the intellectually disabled classifications ◾EMR: ◾Provided with the appropriate educational services, certain aspects related to some academic skills (reading, writing, arithmetic) could be acquired, besides, possessing social communication skills as well as vocational rehabilitation. ◾TMR: ◾Primary educational programs. ◾Workshop training. ◾Rehabilitation programs. ◾SMR: ◾In constant need of professional and extensive care provided only within the premises of permanent boarding centers. Psychological and behavioral characteristics It's important...
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...whether or not I would go into this career? Why or why not? First I would like to start off with a Substance Abuse and Behavioral Disorder Counselors whom primary tasks are counseling and advising individuals who suffer from alcohol, drug addiction, eating disorders, gambling, and other behavioral problems. They may counsel individuals, families, groups, or even engage in prevention programs, to help individuals recover from addiction or modify their behavioral patterns with the intentions of gaining full recovery. As a Substance Abuse and Behavioral Disorder Counselors they provide direct service to the clients. In their role they provided services geared towards behavior changes, primarily to change clients’ behavior, ranging from coaching and counseling to casework, psychotherapy, and behavior therapy (Woodside & McClam, 2012, p.186). Substance Abuse and Behavioral Disorder Counselor are always ready to lend a helping hand to people who may be struggling with addiction of behavioral disorder, and they will work with their clients to better understand the conditions of that human being. The educational requirements to become a Substance Abuse and Behavioral Disorder Counselor can range from a high school diploma and certification to a Master's Degree in Counseling or Social Work (U. S. Bureau of Labor Statistics, 2014). However, Substance Abuse and Behavioral Disorder Counselors that chooses to work in private practices must be licensed, which varies from state to state...
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...Examining the School Dropout Rate of Students with Disabilities Strayer University Instructor: Dr. Steven Brown Research and Communication- RES 531 August 22, 2010 Abstract This paper examines the reported school dropout rate of students with disabilities and attempts to identify determinants and interventions that are available as well as offering potential programs and interventions in the future. As our population of children identified with disabilities grows we must anticipate their growth into adulthood and prepare them for entrance into the workforce, or prepare ourselves for the financial implications of institutionalizing and caring for this population. By examining historical statistic information along with past and current program implementation conclusions will be formulated and offered regarding what has been successful and where improvements are possible. Context of the Problem There are a multitude of issues that parents of special needs children are unaware of at the onset of diagnosis. The question of what happens to your child when you are gone is paramount in the minds of all parents. One problem is being unaware of what questions to ask. My son received his diagnosis from a psychiatrist who did not make me aware of any medical testing that should be addressed. Necessary information or guidance is not always provided by the attending physician. Educational needs are also of paramount importance, however if parents are unaware of necessary...
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... and yellow pile was the cause of mental illness. Along came the Greeks with their diagnosis and treatment for hysteria, and years later in 1896 Sigmund Freud developed his systematic theory of psychodynamics he believed to be the psychological components of hysteria. During the 20th century behaviorism, humanistic/cultural/normative perspectives emerged, drastically changing the way abnormal behavior is viewed. In this paper I will discuss how these perspectives in detail. I will also discuss how the terms normal and abnormal and how these labels can affect the people they are placed on in the workplace and in life in general. Abnormal Psychology Abnormal psychology is a branch of psychology that studies people’s emotional, cognitive, and/or behavioral problems. It focuses on understanding the nature, causes, and treatment of mental disorders. Define normal and abnormal To understand abnormal psychology it is important to determine what is considered to be abnormal behavior. . The word abnormal means ‘away from the norm’, so abnormal behavior is any type of behavior displayed that deviated from statistical norms...
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