Brianna Angevine Mini-Course

ETAP 623 Spring 2016 | Brianna's Portfolio | Brianna's Personal Page

Writing Strategies for Students with Emotional Disturbances

In order to benefit from this course you should:

-Be a teacher for students with emotional and behavioral needs

-Have some experience working with students with these needs

-Be familiar with how to edit a wiki-space. If you are not, that's ok! Watch the following video: https://www.youtube.com/watch?v=sGsa2wyre14

Outcomes

By the end of this course you will be able to:

  • Define emotional disturbance.
  • Identify the reasons why students with emotional disturbances struggle with writing.
  • Understand strategies that can be used to help students with emotional disturbances to become more efficient writers.
  • Apply the strategies that they have learned through the creation of a lesson plan.

Needs Assessment

Instructional problem

Writing is a difficult task for a lot of students, especially those with emotional disturbances and needs. They lack the skills and confidence needed to be successful writers. Even with one on one attention, students often shut down because they cannot handle the task of writing emotionally.

What is to be learned

This course will assist the learner in briefly understanding emotional disturbances, what causes students with emotional needs to dread the writing process, and what strategies the learner can use to help their student to become a more successful writer.

The Learners

The target audience for this course includes teachers of all students with emotional needs. This includes teachers in both the general and special education fields. This course will be directed towards educators of elementary-age students.

Instructional context

All instruction will take place online. The learner will participate in online activities that will facilitate their learning of the content. This includes content in the form of readings, videos, and/or activities.

Address the instructional problem/solution

The participants will have the opportunity to learn why students with emotional disturbances struggle with the writing process. Then, they will be able to discover strategies to use with their students. This will give them a better understanding of the causes of their students’ frustrations and how to assist them in developing their skills.

Performance Objectives

Students will identify the criteria of being classified with an emotional disturbance

Students will discuss their own experience with emotional disturbance

Students will reflect on their thoughts and experiences

Students will write a lesson plan based on a case study using the information from this course

Task Analysis

This mini-course includes the following units. Click the title of a unit to go to its page.

1EBD.jpg

Unit 1: Emotional Disturbances and Our Students

This unit will help to give you a basic understanding of emotional disturbance and how our students are effected by it.

In this unit you will learn:

-the definition of emotional disturbance

-how emotional disturbance effects our students

-why students with EBD struggle with writing


Unit 2: Writing Strategies

This unit will dive into writing strategies and tips that can be useful in use with students with EBD.

In this unit you will learn:

-strategies for idea development

-strategies for the writing process

-strategies for overall good teaching


Unit 3: Case Study

This unit will wrap up what you have learned throughout this course.

In this unit you will:

-read a case study for a child with EBD

-chose strategies to use for his instruction

-write and reflect upon a lesson plan using these strategies

Curriculum Map

CurriculumMapBA.png

This course starts with the basics and develops skills throughout.

Extended Resources

Buchanan, R., Nese, R. N., Palinkas, L. A., & Ruppert, T. (2015). Refining an intervention for students with emotional disturbance using qualitative parent and teacher data. Children And Youth Services Review, 5841-49. doi:10.1016/j.childyouth.2015.08.014

Chu, S., & Baker, S. (2015). The Effects of Video Self-Modeling on High School Students with Emotional and Behavioral Disturbances. Preventing School Failure, 59(4), 207-216.

Cramer, A. M., & Mason, L. H. (2014). The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes for Middle School Students with Emotional and Behavioral Disorders. Behavioral Disorders, 40(1), 37-51.

Gage, N. A. (2013). Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis. Education And Treatment Of Children, 36(4), 127-145.