Emotionally+Impaired

Emotional Impairment –Fact Sheet By: Kate Davis and Angela Morocco

Characteristics:

Currently, students with such disorders are categorized as having a serious emotional disturbance, which is defined under the Individuals with Disabilities Education Act as follows: "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance-- (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors; (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (C) Inappropriate types of behavior or feelings under normal circumstances; (D) A general pervasive mood of unhappiness or depression; or (E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(b)(9)]

It is important to know that the Federal government is currently reviewing the way in which serious emotional disturbance is defined and that the definition may be revised. (http://www.michiganallianceforfamilies.org/inf/dis/dis.emo.htm)

Individuals identified as having an emotional impairment manifest problems primarily in the affective domain. The behavior problems associated with an emotional impairment are demonstrated over a period of time and interfere with the student’s educational performance to such an extent that the person cannot profit from learning experiences without special education support. (http://web.wmisd.org/se/ei/default.aspx)

Misconceptions:

An emotional impairment does not include individuals who are socially maladjusted unless they are also determined to have an emotional impairment. It also does not include individuals whose behaviors are a result of cognitive, sensory or health factors. Emotionally impaired students are still required to meet academic standards and take standardized tests. (http://web.wmisd.org/se/ei/default.aspx)

Accommodations: Reasonable accommodations may include, but are not limited to: • Allowing extended time for exams, and a quiet testing area with a proctor • Allowing lectures to be tape recorded • Giving a grade of incomplete or consenting to a late withdrawal in place of a course failure in the event of prolonged illness • Assisting with time management and study skills • Encouraging use of relaxation and stress reducing management techniques during exams • Being flexible in attendance requirements • Movement activities • Using technology (http://www.austincc.edu/support/facstaff/emotional.php)

Resources:

McCarney, Stephen. The Pre-referral Intervention Manual. Columbia. Hawthorne Educational Services. 1993. This book is organized by problematic observable behaviors in either academic or social contexts. Once a behavior is identified suggested interventions are provided.

Students with Emotional Impairment: Eligibility Criteria. Mason. Ingham Intermediate School District. 2007 This resource outlines what is and is not considered Emotional Impairment. It also provides a series of assessment tools for identifying Emotional Impairments.

http://www.ldonline.org/ Although this website is presented as a website with support material for students with learning disabilities or ADHD, it is also has resources that can be useful for students with Emotional Impairments. The website has a places to look up local professional support, to purchase literature about and for students who struggle and suggestions for activities that sharpen academic skills.

http://classroom.4teachers.org/ This website is a useful tool for designing your classroom with emergency situations that may arise in mind. Thinking through cool down spots for students with EI, workspaces that promote on task behavior, and evacuation plans for the class if it becomes necessary can be mapped out before you begin moving furniture.

http://www.schwablearning.org/ Schwab Learning Organization’s website provides general evaluation tools and suggestions for supporting students with a variety of emotional and behaviorally disabilities both in and outside of school. The organization focuses on the whole child and capitalizing on strengths.

Curricular Modifications: • Creating activities that are meaningful and authentic for the child. (hands-on, using technology) • Following differentiated instruction within a curriculum according to each individual student’s needs and abilities. • Design the style in which you teach the curriculum to meet the learning style of the student. • Reducing the assignments and assessments to critical or simple content that parallels the general curriculum. • Revising assignments and assessments alternative to the general curriculum.