Emotional/behavioral Disorders Philosophy

Philosophy in Teaching Students with Emotional/Behavioral Disorders

Emotional/Behavioral Disorders, commonly called EBD, are found in many children for various reasons. Students who may have experienced a traumatic event, or were subject to any type of abuse, may exhibit personality characteristics which show such behaviors. These students have difficulty with using appropriate behaviors or controlling their emotions in and out of an educational setting. Thus, these behaviors affect their education. Emotional/Behavioral disorders effect on academic functioning changes case by case. Seeing that there are multiple types of EBD’s, no student will ever be the same as another. These disorders could range anywhere from anxiety disorders, conduct disorders, eating disorders, and the list goes on. As a result of having one or more of these disorders, students may be distracting to others or act violently. In some cases the student may cause harm to themselves or others around them. In response to the diagnosis of these disorders, some students may seek professional medical help through seeing a psychiatrist/psychologist and possibly be provided with medication. While not all students will need to go to these measures, psychiatric medical attention is a reality for many young people. There is not a clear cut line when deciding what needs a student with an EBD may have. Moreover, it is hard to characterize what student or young person may be susceptible to having an EBD. Students who have the label of EBD come from all economic groups, social settings, genders, races, ethnic groups, and religions. These students cannot be defined by these characteristics. The students who have been classified as having EBD are each unique and affected individually by their own situations. Although students may share the same

classification, each individual reacts different to their environment and has had different previous experiences. Every event that a child goes through adds to their identity as an individual. In terms of things which contribute to these disorders, I believe that it is both nature and nurture. Children who have been in fearful, violent, abusive or even uncomfortable situations may not have the skills to adapt in a healthy way. Also, some personality characteristics are different. Each of us will respond to the exact same situation in a different way. What may be very upsetting to me, may be fine with someone else. Knowing that each person functions uniquely, as educators and professionals we must look at each student as individuals. This is done by assessing in multiple ways and creating behavior plans which are conducive to that specific learner. The completed assessments are only a starting point in the identification process. Assessments are tangible and along with observation and personal connections to the student, they are worthwhile. I do not think that a classification or an assessment can define the needs of a child, but they do need to be administered. In terms of differentiating one child to the next, it is a blessing and a curse. By going forth and assessing, observing, etc. the student will have more opportunity to receive services. Unfortunately, that leaves them open to be considered different than all of the other students. Labeling is a fault in this society, but it is necessary in order to provide a quality education and services to students. The role of education in a child’s life is one of great influence. Both the services of general and special education are built upon the goal of helping children be prepared for their adult lives. In order to achieve this goal, it is the parent’s responsibility to be involved in their child’s education and to support their child. Most of all, I think that the community and families

role is to be a foundation and support system for the student. Parents should be their student’s biggest fan and the community should step up and form positive ties with the educational system and the families within. This means that every person in the child’s life should be supportive of their learning in the environment which is the least restrictive and most effective for that individual. When placing children with EBD in a classroom, they should be placed in an educational setting where they have the most success. If the student is able to be in an inclusion classroom, work well and not be harmful to themselves or other students, I believe that that is the best environment for them. All students have the right and should be given the opportunity to receive the appropriate education based on their individual circumstances. If the inclusive classroom is not best suited for a student, I believe that it is at the schools cost, and their responsibility to provide a healthy environment which may look like a self-contained classroom. If possible, with parental and community support, the healthy environment should extend beyond the classroom. This means that both inside and outside of the classroom the student has expectations to uphold, which may include decreasing less appropriate behaviors through positive reinforcement strategies. I prefer to practice positive reinforcements, but there is a time and place for discipline. There are times that it is needed, yet students should be disciplined in an appropriate and tactful manner. I do not promote aversion therapy, but I can understand in some cases when it is used medically, not by teachers. I feel that therapies of this kind can be avoided in the classroom through positive behavior interventions. The more we can work with a student and try to evolve the better. Also, the earlier we can recognize a need for support, the more likely we are to help the student in their individual needs. When there is an intervention that the student can be

involved in, it helps the student feel that they are a part of the process. There is a lot of trial and error which the student can voice their opinion, talk out what is going on, and make appropriate changes when they are needed. Intervention is collaborative and encouraging for the student and those who work with them. However, remediation, to me, comes with a negative connotation. I do not want a child to be “fixed”. In my opinion, remediation is works forcefully against the issues rather than trying to collectively work with them. If a child has some things they are working on, they are not going away tomorrow, and there is a chance they may struggle with them for the rest of their lives. Working with this population of students is not about correcting their “negative” behaviors; it is about showing them the tools which allow them to make positive changes. Having the tools to bring leadership, encouragement and meaningful educational strategies to the classroom is a start to being an effective teacher. As a future educator, I bring an open mind, some experience and the willingness to learn. I am interested in students who have the classification of EBD, and I think that with support they are able to find success. Being encouraging to others and willing to work with students and families is essential when trying to shape behaviors. I am enthusiastic about working with students that need extra support and I believe that this dedication is an important piece to the puzzle of working with students who have special needs.