Re: Re: Module 2 Dq 1
Weekly Journal #1
Sami Rasmussen
Grand Canyon University: SPE 558 – O101
July 16, 2013
This week’s topics included many interesting things, and I will touch on the areas that I thought were most important. The first area deals with the types of in-services that administrators provide to make sure that teachers have the appropriate skills to recognize the early signs of emotional behavioral disorder (EBD) in their students. How to intervene effectively to keep them from getting worse is another important area to cover. Another area is why an emotional or behavioral disorder should be considered a disability. I think that it is important to know what EBD is before it can properly be assessed, so that will be covered. Last but not least I will discuss instruction in an EBD classroom.
The established pattern of emotional or behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational, or social skills; be significantly different from appropriate age, cultural, or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional or behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one other setting in the home, child care, or community. The responses must not be primarily the result of intellectual, sensory, or acute or chronic physical health conditions. This is a very important area because we are talking about training and that is something that is needed to work this particular group of students. You as a teacher have to know what to do to keep them busy and what to do to intervene in case of a problem.
A student with EBD is a student who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that it/they interfere(s) significantly with educational performance to the degree that provision of
Sami Rasmussen
Grand Canyon University: SPE 558 – O101
July 16, 2013
This week’s topics included many interesting things, and I will touch on the areas that I thought were most important. The first area deals with the types of in-services that administrators provide to make sure that teachers have the appropriate skills to recognize the early signs of emotional behavioral disorder (EBD) in their students. How to intervene effectively to keep them from getting worse is another important area to cover. Another area is why an emotional or behavioral disorder should be considered a disability. I think that it is important to know what EBD is before it can properly be assessed, so that will be covered. Last but not least I will discuss instruction in an EBD classroom.
The established pattern of emotional or behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational, or social skills; be significantly different from appropriate age, cultural, or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional or behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one other setting in the home, child care, or community. The responses must not be primarily the result of intellectual, sensory, or acute or chronic physical health conditions. This is a very important area because we are talking about training and that is something that is needed to work this particular group of students. You as a teacher have to know what to do to keep them busy and what to do to intervene in case of a problem.
A student with EBD is a student who exhibits one or more of the above emotionally based characteristics of sufficient duration, frequency and intensity that it/they interfere(s) significantly with educational performance to the degree that provision of