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Special Education Referral Process For Emotional Disturbance (ED)…
Special Education Referral Process
For Emotional Disturbance (ED) Students
By Michael Bradshaw
Recognition
Identifying atypical needs for a child of their age
Differentiation
Meeting with parents
Observation
School management and parents observe the class
Parents, teacher and school management do not agree on special education referral and evaluation
Continue efforts of differentiation
Parents, teachers and school management agree on special education referral and evaluation
https://www.youtube.com/watch?v=iB2VHYKng7M
Services agree that
child has a disability as defined by IDEA which negatively impacts his/her educational performance
the child needs special education services in order to benefit from education
Individualised Education Program contract is formulated
Student profile with background information, strengths, weaknesses.
IEP start and end date
Special instructional factors
- Assistive technology already used is evaluated for usefulness in creating student independence
Statement of transportation needs
Opportunities for extra-curricula activities with non-IEP peers
Measurable goals & evaluations to measure them
Behaviour Intervention Plan (BIP)
Implementation & re-evaluation
Services disagree that
child is eligible for special needs education
Families often require support to understand their child's unique needs and challenges
Action plan and learner profile should be created to best understand the student, their motivations, likes and dislikes. How does the child learn best and how can the parents utilise this at home?
Teacher and parents should collaborate to create consistency between home life and school life
Create system of daily communication with feedback on the days events
Provide example of students work and the challenges they provide.
Give examples of differentiation and feedback on what has worked/hasn't worked
Are there positive techniques used in the classroom that the student can do at home?
Discuss observed triggers and calming methods used at home
Any dramatic signs of improvement as a result?
Yes
document the progress, inform the parents & stops the process
No
document the steps taken, inform the parents & move to next stage
Potential ED students' education needs to include providing emotional and behavioural support as well as helping them to master academics, develop social skills, increase self-awareness, self-control and self-esteem
Assistive Low-Technology
Create a safe-place
build resiliency in the student, quiet corners, meditation zones, music stations
Check-in notes
have alternative methods of communication and expression
Structured emotion support
2x10 method. 2 minutes everyday for 10 days student & teacher talk about anything that interests the student.
https://www.youtube.com/watch?v=ctscsVQEiqE
Journals
give student private space to release emotions
Mnemonic instruction
Simplicity
keep rules, activities, expectations and goals in simple concise sentences
Brain breaks
time allowed during class for non-learning. All students can walk around, listen to music, colour, sing & dance.
Little or no cost and can be implemented without IEP
Assistive High-Technology
Text-to-speech
allow students to use one sense at a time to reduce overload. Students can plug-in and close their eyes
Vibrating watch reminder
simple but effective measure for improving concentration and focus
Voice recognition software
further reduce the sensory burden
Talk light
keeps a calm & peaceful learning environment
useful visual representation of classroom noise levels
Multi-sensory integrated technology programs
incorporate multi-style learning
Social learning programs
games such as "social express" where students are given example social situations and students choose appropriate response
https://www.youtube.com/watch?v=TDxDqQzFtCk
Muzology
music videos for teaching maths.
https://www.youtube.com/watch?v=QFeLROKAy1E
Reasonable cost
& feasible for school and/or parents to implement without IEP
Game-based learning
"Attention Arcade" game focused on focus building
https://www.youtube.com/watch?v=yNqiGkrzxOY
Did they work?
No
document behaviours, look for patterns and move to the next stage
Yes
document behaviours, look for patterns and stop the process
Inability to learn
without intellectual, sensory or health factors
Struggling to maintain relationships
with peers or teachers
Pervasive mood of unhappiness or depression
Hyperactivity
short attention span, impulsiveness
Aggression or self-injurious behaviour
acting out, fighting
Withdrawal
not interacting socially with others, excessive fear or anxiety
Immaturity
Inappropriate crying, temper tantrums, poor coping skills
Learning difficulties
academically performing below grade level
Are these behaviours consistent over a long period of time?
Yes
student could have an emotional disturbance disorder
https://www.youtube.com/watch?v=KcxPQ3AYpqo
Provide feedback to management of potential ED student
Around 22% of US students have ED
Half of all psychiatric illnesses occur before the age of 14
List of ED conditions is extensive and long
Most common form of ED is anxiety disorder, bipolar, depression or eating disorders.
Is the student's anxiety excessive, persistent, seemingly uncontrollable and overwhelming?
Do they have an irrational fear over everyday situations?
If yes, could be anxiety disorder.
Does the student have great difficulty following the rules and behaving in a socially acceptable way?
Do they show aggression to animals or people?
Do they destruct property?
Are they deceitful and show other serious violations of rules?
If yes, could be conduct disorder
Does the student have recurrent unwanted thoughts and obsessions?
Does the student have repetitive compulsions?
Does being unable to complete the compulsions result in a dramatic increase in anxiety?
If yes, could be Obsessive-Compulsive Disorder (OCD)
Does the student have dramatic mood swings from overly hype to sad and hopeless?
Does the student have severe changes in energy and behaviour?
If yes, could be bipolar disorder
No
document behaviours, look for patterns in behaviour
If no, behaviour is not ED
References:
Assistive Technology for Emotional and Behavioral Disorders. (2021). Retrieved 12 October 2021, from
https://prezi.com/ptlrwxm4zqgk/assistive-technology-for-emotional-and-behavioral-disorders/
Assistive Technology to Help Students with Behavioral Disabilities Succeed Academically - The Edvocate. (2021). Retrieved 12 October 2021, from
https://www.theedadvocate.org/assistive-technology-to-help-students-with-behavioral-disabilities-succeed-academically/
Assistive Technology / Social-Emotional Behavioral Tools. (2021). Retrieved 12 October 2021, from
https://www.ssdmo.org/Page/892
Emotional Disturbance | Center for Parent Information and Resources. (2021). Retrieved 12 October 2021, from
https://www.parentcenterhub.org/emotionaldisturbance/
Individuals with Disabilities Education Act - US Department of Education. (2021). Retrieved 12 October 2021, from
https://sites.ed.gov/idea/regs/b/a/300.8/c/4
Special Education Guide. (2021). Retrieved 12 October 2021, from
https://www.specialeducationguide.com/disability-profiles/emotional-disturbance/
Special Education Referral Process - Project IDEAL. (2021). Retrieved 12 October 2021, from
http://www.projectidealonline.org/v/special-education-referral-process/