The Special Education Programs

Published Date: 02 Nov 2017

According to Seattle University Editors Curtis, Galbreath and Curtis (2005), students with emotional and behavioral disorders are struggle to change over a long period of time because they are labeled as having emotional instability and challenging behavior. It also affects the child’s educational performance. According to the U.S. Department of Education Office of Special Education Programs stated in the DSM-IV, the criteria for EBD includes, but not limited to; the inability to maintain a healthy interpersonal relationships with other classmates and adults, incapability to learn by logical, physical, or health factors, period where they express symptoms of depression and dissatisfaction, likely to develop a tendency to develop fears that are visible to others and affect them personally and at school. Children with emotional and behavioral disorders must be given special attention in school. The logic behind this is that the children with emotional and behavioral disorders are not on the same level as children without emotional and behavioral disorders in school. Teachers who are not trained to provide instruction and intervention to this specific population of children cannot effectively meet all the academic needs of the kids. When it becomes apparent that these children in regular classrooms are not growing academically, teachers should immediately take action and refer the students to Special Education and a Counseling program within the school system. According to the Special Education Laws, an Individualized Education Program (IEP) is a written document that provides and describes what services a child needs the school to give. As explained under the IEP, the special education services provide a breakdown of the students involvement in school. Involvement in school refers to the general education curriculum, extracurricular activities, as well as the non-academic activities. This program is an aid for identifying the student’s academic strengths and weaknesses. After the necessary assessments and identifications are done, students who are identified as needed special attention will be placed in a special education class that will give this population of students the academic attention that they need. However, there still needs to be a balance driven between the academics and the emotional disturbance that will most likely display inappropriate behavior. There are programs that are put in place in the schools that address students with Emotional and behavioral. These programs will enable instructors and counselors to work as a team to help children who are struggling with emotional and behavioral disturbances excel academically. With the much needed support from teachers and counselors, these children will be successful in overcoming their learning barrier. One the children overcome their learning barrier they will then be able to function productively at school.

This process is done by a variety of Clinical approaches such as: Behavior Modification and Multi-systematic Approaches. Behavior Modification is a medical approach that modifies inappropriate behaviors through implementing coping skills to lead to new and appropriate behaviors. This multi-systematic approach is designed specifically to fit the individual and aims to provide clinical treatment through different approaches. For a child with Emotional and Behavioral disturbances, family therapy interventions and support therapy interventions are highly recommended. After Psycho-educational Therapy interventions children will soon be able to cope with their stressor and finally be able to reach his or her fullest potential. By reaching their fullest potential the children will be able to become a lifelong learner. With the new acquired skills from the interventions the children will be more productive community and society members who are able to achieve their goals.

Curtis, Curtis, Galbreath, (2005) examined studies on General and special educators. These educators reported having the lack the knowledge, confidence, and skills to provide effective intervention for these students. For example, George and her colleagues George, George, Gersten, & Grosnick,( 1995) reported that two-thirds of teachers of students with EBD indicated their college programs provided poor preparation for working with this student population. Teachers become overwhelmed with all the requirements and demands that have to be met with children who have emotional and behavior disorders. Disruptive behavior exhibited by these students takes much teacher time and even more time when teachers do not have the knowledge base, practiced skills, or confidence in working with these challenging students. Because some teachers aren’t familiar with the complications and extra skills required to assist children with emotional and behavior disorders the teachers become inferior with ability to teach these children. (Curtis, Curtis, Galbreath, (2005)

Curtis, Curtis, Galbreath, (2005) researchers found that having a greater understanding about the constructs and developmental factors linked to challenging behavior help enhances the intervention efforts towards these youth. Whether the behavior demonstrated is positive or negative, it is still labeled as being intricate. Trying to find the exact answers to why a person performs simple behaviors as well complex behaviors is impossible. It’s very difficult to understand why a person has more emotional and behavioral difficulties than someone else. As the students with EBD gain more insight about the causes of their EBD the rate of effectiveness from the planned interventions is increased.