The Impact of Educators on Emotionally Disturbed Students
$19.95 Buy and instantly download this paper now
The paper looks at the impact on the classroom of the presence of an emotionally disturbed student and explores the role and strategies of the educator in establishing control over the emotionally disturbed student's negative behaviors. The paper highlights how educators must attempt to positively impact emotionally disturbed students and provide them with a supportive confidence in his or her capacity to demonstrate growth, to grasp educational concepts and to achieve these within the framework of acceptable social and behavioral conditions. The paper concludes that of key importance is positive reinforcement, and the ability to achieve this will hinge heavily on the educator's ability to establish a real and trust-based relationship with the student, to access all available resources and support system members and to maintain the crucial individual attentiveness that every special needs student requires.
Conclusion and Recommendations
Conclusion and Recommendations
From the Paper:"The reality of special education is that those with learning disabilities and those with behavioral problems are frequently categorized similarly. The latter group often will possess distinct learning or cognitive disabilities which may be related to the behaviors which suggest an individual to be emotionally disturbed. Where this is not the case, it still remains often the case that emotionally disturbed students are lumped in with special learning needs students or even general populations. As the article by Ogonosky (2009) argues, this places a pressing impetus upon the instructor to achieve control over the classroom as a way both to enhance the emotionally disturbed student's opportunities for learning and to diminish the threat of disruption for the other students in the classroom. Ogonosky warns that such disruption can take myriad forms and that a special education or inclusion classroom teacher must be prepared to confront this disruption appropriately in all of its forms. While there is never a condition in which disruptive or inappropriate behavior is to be accepted or tolerated, it is anticipated that an educator working with an emotionally disturbed student will nonetheless encounter these behaviors and perhaps with some regularity. As the article indicates, "tantrums, defiance, aggression, poor academic progress, poor social skills and passive noncompliance of requests (such as putting heads down on desks) can present a challenge. But educators can have success with children who have emotional disturbances if they get support from co-workers and consistently implement behavioral strategies and classroom management techniques." (Ogonosky, 1)"
Sample of Sources Used:
- Greshem, F.M. (2005). Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed. Education and Treatment of Children, 28(4), 328-344.
- Harris-Murri, N.; King, K. & Rostenberg, D. (2006). Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model. Education and Treatment of Children, 29(4), 779-799.
- Ogonosky, A. (2009). Emotionally Disturbed Students. Association of Texas Professional Educators. Online at http://www.atpe.org/resources/Student&ParentIssues/emoDisturb.asp
- Rush, S. (2005). Improving Education for Students with Emotional Disturbance. Knowability. Online at http://www.knowbility.org/research/?content=improve
Cite this Research Paper:
The Impact of Educators on Emotionally Disturbed Students (2011, December 14) Retrieved December 06, 2022, from https://www.academon.com/research-paper/the-impact-of-educators-on-emotionally-disturbed-students-149438/
"The Impact of Educators on Emotionally Disturbed Students" 14 December 2011. Web. 06 December. 2022. <https://www.academon.com/research-paper/the-impact-of-educators-on-emotionally-disturbed-students-149438/>