Mauldin,+Derek+Emotional+Disturbance

**__Introduction__**

I grew up in Maine and moved to the Rogue Valley in 1996 after attending school for a short while at Keene State College and the University of Southern Maine. I received my Bachelor's of Science in English/Writing from SOU in 1999. I live in Ashland, OR and am currently enrolled in the 2-year MAT program. I eventually hope to teach 3rd, 4th, or 5th grade, but would also consider continuing to work as an environmental educator. I'm trying to keep an open mind regarding what opportunities may present themselves in the future.

I love the outdoors, music, photography and travel. While I have no immediate travel plans, I would like to see Southern France and more of Africa. I have traveled extensively across the United States, and traveled to Sweden, Portugal, Spain, and Morocco. Thankfully, living here in Ashland, there's always something to do, or see, pretty close to home.

I think my biggest fear in becoming a teacher is just getting started. I have worked doing classroom programs and feel at home in the classroom, but have never had a class of my own for a whole day. A lot of the anxiety I'm feeling is really just centered around all of the unknowns. I'm a big fan of having a routine, and until I have at least a framework of how that's going to look, I'll probably remain a bit anxious.

Naturally I've been confronted with situations where learning something was difficult, like I'm sure all of us have. School was always difficult for me growing up and I struggled constantly, even into my first few years of college. Math in particular is something I've had trouble with, and I still have to put in a lot of extra hours to succeed in math today. Those combined experiences have helped me recognize the importance of getting to know my students, learning to empathize with them, and recognizing when they're feeling frustrated. I want to be the teacher I never really had in those regards. I know that school can be challenging first-hand, but that doesn't mean that students should give up working at it, or that as a teacher, I should give up on those students who aren't "getting it". I look forward to the challenge and opportunity to help all of my students in any way that I can.

I'm encouraged that this class is going to give me more information and tools concerning inclusion and establishing a positive learning environment in my classroom. I hope to gain a better understanding of the wide range of needs of my students and how to accommodate them.

**RESEARCH TOPIC: EMOTIONAL DISTURBANCE** WHY I CHOSE THIS TOPIC: I was interested in learning more about what emotional disturbance is, what the causes are, and how to better serve students in my classroom that suffer from emotional disturbance. Before my research I didn't know very much about the topic or the relationship between emotional disturbance and other learning disabilities. A few of the basics regarding emotional / behavioral disorders (EBD's) are that they can be challenging to correctly diagnose, vary in severity and duration, and take many different forms. Furthermore, they may be a symptom of a learning disability or simply a reaction to a life event, such as a death in the family or divorce.



**THE TOP 5 THINGS I LEARNED FROM MY RESEARCH** 1) I learned that "mental disorders" and "emotional disturbance" are umbrella terms that actually refer to a number of different behaviors and disorders. For instance, I didn't know that eating disorders were considered an emotional disturbance. As a teacher, knowing that a student has an emotional disturbance is not enough, I will make it a point to learn more about their exceptionality so that I can best accommodate it. Emotional disturbance may be an umbrella term, but there is no umbrella solution.

2) Students with EBD's have the lowest GPA's of any group of students.

3) There is a huge discrepancy between the supposed number of students with EBD's and those receiving services for them. They also represent the largest group of students with exceptionalities that aren't receiving services due to the difficulty of diagnosis.

4) Every student is going to react differently to accommodation. Strategies that work for one student, may not work for another. It's important not expect students with behavioral disorders to have immediate success. It may require a great deal of specialized attention and even then, not be immediately effective. In some cases, outside help will be necessary to reach these students so it's very important not to become discouraged as a teacher when dealing with students with EBD's

5) Students with emotional disturbance may be medicated and it's extremely important to know what they're taking, the schedule they're on for taking it, and signs that they may have stopped taking it.

* When dealing with any exceptionality, it's important to reach out to parents for support. Find out what strategies work at home and try to adapt those to the classroom. Parents may be one of the most important resources for working with a child with an emotional disturbance as they are far more likely to know what will work and what won't.

**MY TOP PICK** media type="youtube" key="dvJvIOVNhzs" height="315" width="560" **RESOURCES** 1) **__Emotional and Behavioral Disorders: Emotional Disturbance - IDEA Catagory__ (3.5 out of 5)** This site offers definitions, symptoms and signs, and outlines ten major groups of emotional disorders. It does an excellent job of categorizing and defining EBD's but offers little in the way of strategies and accommodations to help teachers manage students who may be suffering from them. The strength of this resource lies in it's clear definitions and the breakdown of all of the different types of EBD's. It's worth exploring but it's not a s comprehensive a sight as some other I found. [] 2) **__National Association of Parents with Children in Special Education.__ (3 out of 5)** This site appears to offer a very comprehensive look at every aspect of EBD's, from the definition, to causes, and classroom management strategies to name a few. However, the downside of this site is that you need to become a member so the information is not as readily as available as it is on a few of the other sites I found. That's really the only reason I didn't give it a 5, as it seems like it would offer any resource imaginable regarding this topic. Like the //Strategies for Teaching students with Behavioral Disorders// resource below, this site also offers resources for other exceptionalities, however you must pay for a membership. If you were a specialist in the field of special education it may be worth having a membership, but given the amount of free information I was able to find, I'm really not sure. [] 3) __**National Dissemination Center for Children with Disabilities.**__ **(5 out of 5)** This site offers a great explanation of different EBD's, the IDEA definition of EBD's, causes, frequesncy, and characteristics, as well as some accommodation strategies. There are a lot of links to other resources which deal with emotional disorders as well as other exceptionalities. One nice feature of this page which lends to its credibility is that all of the information is referenced at the bottom of the page, which also offers the reader more potential resources for information. Like a few of my other sources, this one is very well organized and worth taking a look at. [] 4) **__Strategies for Teaching Students with Behavioral Disorders.__ (5 out of 5)** In addition to a brief introduction to behavioral, conduct, and emotional disorders, this site is the best I found in regards to offering solutions and strategies for dealing with students with ESD's. It is very well organized, giving specific strategies for each of the following topics; general strategies, teacher presentation, lab, group interaction, reading, research, field experiences, and testing. Once you have a handle on understanding what ESD's are, this is the place to go to begin finding a strategy that works for a particular student. Perhaps best of all, are the additional resources for teaching strategies for students with other exceptionalities listed at the bottom of the page. This is surely a resource that I will return to and highly recommend it to others, regardless of the exceptionality you're trying to accommodate. [] 5) **__The Scale for Assesing Emotional Disturbance (SAED).__ (4 out of 5)** This article is a summary of one test that can be administered for students with emotional disturbance. According to the article, it's a relatively reliable test which yields valid findings but they mention there are still some short comings of this particular test, especially regarding students below the age of 12. Specifically it does not address social maladjustment for that age group. Unfortunately, this is a great tool to measure whether a child is suffering from an ESD but does nothing in the way of offering support or treatment options. I think this article is worth taking a good look at despite being a rather dry read and not offering anything in the way of accommodations. [] 6) **__Emotional or Behavioral Disorders Defined.__ (5 out of 5)** This is a very comprehensive and well organized article regarding the types of behavior associated with EBD's. It's broken down into external, internal, and low incidence behaviors. This is one of the first resources I came across and probably one of the best as far as answering my questions about EBD's. For instance, I didn't realize that eating disorders were considered an EBD. It makes sense now that I think about it but I have just never thought much about the subject. They would be defined as a internal disorder, like depression or self mutilation. External disorders would be those associated with doing something to others, like acting out or stealing. Low incidence behaviors would include things like schizophrenia. From what I can tell, this page is hosted by the Pearson, the same company who published our text for this class. There are a lot of great links from this page to other pages dealing with strategies for other learning disabilities and teaching practices. [] 7) **__Students with Emotional and Behavioral Disorders.__ (5 out of 5)** This cartoon summarizes what EBD is and how to effectively handle some cases of it in the classroom. It discusses person first language, defining clear rules and consistent enforcement, and establishing a positive classroom environment. I found the choppy computer language and citations to be slightly distracting but not enough to distract from the over all film. If someone were looking for a generalized overview of EBD's, this would be a great video, which is why I chose it as my top pick. [] 8) **__Child of Rage - The Documantary.__ (3.5 out of 5)** This rather disturbing HBO video from the early 80's chronicles the story of a young girl who was abused as a toddler and developed severe emotional and behavioral problems as result. Part of the video is filmed with the girl talking to a psychologist and there are interviews with the family as well. I was shocked at just how violent this girl was, making attempts to kill her little brother and talking of killing her adoptive parents. Thankfully, she was put into a home where the foster parents had special training in dealing with children with EBD's and she seemed to make great progress. If anyone is curious how severe EBD's can be, this is an eye opening look at the subject. The good news is, is that there seem to be effective strategies for dealing with even the most serious cases. [|Part 1] [|Part 2] [|Part 3] 9) __**Legal Brief: Students with Emotional and Behavioral Disorders.**__ (**4 out of 5)** This short video is an excellent reminder of that students with exceptionalities need to be given an equitable education unique to their needs. In the case of students with EBD's, this means how to interact positively with classmates, develop self esteem, and of course the regular curriculum. It's important to remember that students with EBD's don't necessarily have learning disabilities. This video is also great in that it gives some suggestions of how to address EBD's in regards to IEP's and what to do to prepare for an IEP meetingOne of the greatest tools a teacher can give to help with their emotional and behavioral problems is to provide them with engaging curriculum and a positive support network. [] 10) **__Behavioral Disabilities Activities.__ (3.5 out of 5)**This resource explores a few activities that can help children with behavioral and emotional disorders through music and song. I thought these were pretty good exercises that might be fun for all students, not just those with emotional and behavioral problems. I particularly liked how it specifically listed how music can help students with anger management issues.

**Community Based Learning Project- Southern Oregon Education Service District** The Southern Oregon Education Service District (OSESD) has offices located throughout Southern Oregon, including Medford. They are primarily funded by state and federal money and provide resources, including special education resources, to area schools and students. They provide services for both severely handicapped students, as well as being the regional contact for low incidence disabilities.

According to California State law, “severely disabled" means individuals with exceptional needs who require intensive instruction and training in programs serving pupils with the following profound disabilities: autism, blindness, deafness, severe orthopedic impairments, serious emotional disturbances, severe intellectual disability, and those individuals who would have been eligible for enrollment in a development center for handicapped pupils under Chapter 6. While this definition varies slightly from state to state, most states define severely handicapped in a similar way. I was unable to find Oregon’s definition on the ODE website.

Low incidence disability means a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe orthopedic impairments, or any combination thereof. Again, this information is based on California State law.

These definitions are also covered in the IDEA, which can be viewed at [].

I first met and spoke with Beverly Orndorff, Executive Assistant to the Superintendent of SOESD, and asked her more about some of the services provided, and goals of SOESD.

//What are the main objectives of SOESD regarding special education?//

We provide services in areas schools, as well as in-house, to make sure that we’re serving students with disabilities as effectively as possible.

//Does that include trying to keep children mainstreamed in a general education setting whenever possible?//

Exactly, our main goal is to have them in the least restrictive learning environment possible, but of course, there are instances where certain disabilities make that more challenging.

//What would be some examples of those sorts of disabilities?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Well, we have self-contained classes for the deaf and hard of hearing because that’s what works best for most of those students. We provide interpreters for sign language as well.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Could you tell me more about some of the other services you provide?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Certainly. We offer migrant services, maintain the internet in district schools, and have electronic media resources here, as well as a lending library for teachers which includes things like educational videos, different manipulatives, there’s even a human skeleton. We also offer different service providers such as attendance specialists.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//What is an attendance specialist?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Someone who tries to work with students who are either not going to school, or have a hard time making it to school regularly. They work with the student to try and get them back at school on a regular schedule. This sometimes means helping them with finding healthier living situations or the struggles associated with parenthood and childcare.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">I asked if there was a pamphlet outlining more of what SOESP does for local schools and unfortunately Ms. Orndorff informed me that they were out. She did however mention that because things are in such a constant state of change regarding funding and services, that their website would be the best and most updated source for this information. It can be found at []

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">I asked if it might be possible to have a tour of the building and she referred me to Howard George, SOESP’s Business Manager. He graciously answered a number of questions for me before showing me some of the services they provide and the resources there in the Medford office.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//How long have you worked for SOESP?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">This is my eighteenth year, I spent 7 years working in the district prior to that.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Is this agency unique to Southern Oregon or do other schools have these resources for special education?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">There are 19 agencies like this in the state, providing resolution services and curriculum support, though there have been cuts to this (//curriculum support)// and it’s not something we’re doing as much of right now. Then we provide technical and media services but most of our resources concern special education.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Are the technical and media services specifically to help with special ed?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Well, we have specific devices for children with disabilities, but no, that includes providing and repairing all sorts of media devices. We also have a courier service that will deliver videos or equipment to schools. It’s hard because it’s not a time when schools can budget for new DVD players or computers when something breaks, so it’s nice to be able to offer those services.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Are all of these agencies working together to provide these services?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Our program services cover, Jackson, Josephine, Klamath, Douglas, and Lake counties. The services of ESD are specific to the needs of the district, but that’s pretty spread out to be serving all of those areas. We offer (//services for//) early childhood (0-5 yrs), K-12 (5-21 yrs)*, and transition services for 18-21 year olds.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//*Mr. George pointed out the fact that K-12 aged student may very well be older than 18 and that is why those same services would be provided to anyone older than 18 still in high school. He also explained the difference between those services for high school students, and those associated specifically with transition programs.//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Do you handle all special education needs for our district?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">No, some schools provide their own support staff. If a smaller school just needs a special ed provider part time, they are going to have trouble finding someone to hire for just a few hours a day, a couple of times a week. We’re able to provide that support because those providers are traveling between schools in our district.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//I would imagine that from year to year, a schools needs would change based on the number of students requiring specific services.//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">That’s one of the reasons we service those schools. Some schools just prefer to have their own special education teachers as well.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Why would a school want to have it’s own special ed resources when you’re available? Is it because those teachers would just be more familiar with the school and their students?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Well, our staff becomes just as familiar because they’re working out of the school largely. Most of the services we provide are at the school, we do very little here in the Medford office other than some audiology work, and we have Spanish and Chinese classes, as well a few other things. No, the real reason a school would want to have their own special education staff is because then they’d work for the school, not someone else. Our staff works for us technically, not the school, maybe they figure they’re more accountable with an employer/employee arrangement. A lot of it just has to do with a schools level of need and whether they have a budget for it. We try to provide consistency of service. Many students with different disabilities are bothered by change, so it’s helpful for them to be familiar with who’s working with them. I think the more consistency you can provide the more successful you can be in helping students and informing their parents.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//How do state budget issues affect the services you provide?//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">That’s a challenging area, there’s no question about it; balancing the quality of services with your budget, Oregon is challenging. There’s no local control, it’s a community property state. Measure 5 has been in place for around 20 years now and our funding is now generated by way of Salem, not locally. It’s equalized, so Salem collects the money and distributes it as they see fit.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">//Mr. George explained how property tax is collected and what percentage of that goes towards education and how state money is dispersed under Measure 5. The intention is to spread the funds based on need but often schools lose out if they are in a community with a higher tax base. They often contribute much more than they get back, but school districts without much community support make out better. This raised the issue of equal opportunity in education, and that Measure 5 was designed to address that. It isn’t fair for some schools to have more and others to have less, that is not equal access to education. When asked if there were any significant movements to overturn Measure 5, Mr. George replied that it would now be difficult to undo 2o years of “equalization” and maintain a balance of taking back control on a municipal level and maintaining equality in education in Oregon. I got the distinct impression that Mr.George is not happy with the current economic and political policy of Oregon regarding education. During the course of our discussion of funding and control of Oregon’s schools, he stated, “Politics is not about what makes sense.” I was inclined to believe him based on his economic breakdown of school funding. We concluded our conversation by discussing whether or not the state’s politicians truly have what’s best for education in mind or if there is simply too much politics involved.//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Before my tour of the Medford SOESD building, Mr. George informed me that there is always a need for special education teachers, as well as speech pathologists, vision and hearing specialists, and in the areas of psychology. My tour of the building included a look at an audiology lab, the media library and technology resources available to our district. There is also a small TV studio available for education purposes, classrooms, administrative offices, and conference areas for mediation services.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Reflections**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">First and foremost, I learned that it is not easy to find a special education teacher to shadow on short notice. I could not organize this project idea on time and as a result, decided to change projects. The good news regarding my first idea, is that I now have background check paperwork filed with the Talent school district so volunteering there should be easier in the future. I was also nice to have an opportunity to meet the principal of their elementary school.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Initially, I wasn’t as excited about going to SOESD as I had been about shadowing a special education teacher but the experience proved to be very interesting and worthwhile. In addition to learning about the special education services provided there, my conversation with Mr. George were insightful regarding how school funding works. This is an area of education that I find particularly interesting and is something we have not learned much about in our MAT classes. As a teacher I think it’s very important to understand how schools get the money they need and how that money is allocated for different programs. With schools facing cutbacks, I think it’s important for teachers to recognize the support of organizations such as SOESD, and learn more about how they can help assist teachers and school districts with special education needs. The services they provide are critical to area schools and they’re an amazing educational resource that all teachers in our area should become familiar with.