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• ETAP 623 Fall 2019 (Zhang)
• Mini Course: Students with Emotional and Behavioral Disabilities and Supporting them in the Classroom

About me

I am a Special Education teacher for high school students with emotional and behavioral disabilities in Syracuse, NY. I received my BA in Spanish and Special Education 7-12 at Nazareth College of Rochester. I am currently enrolled in the Curriculum Development and Instructional Technology MS program at UAlbany.

I enjoy traveling, watching sports, and hanging out with my family and friends.

Purpose

The purpose of this course will be to explore emotional and behavioral disability, identify other disabilities that can relate to emotional and behavioral disabilities, and to provide instructional practices, techniques, and resources to assist students with emotional and behavioral disabilities. This course can also be used for students in general education for students that may have general anxiety, behavioral problems, or need assistance with anger management, but who may not have a diagnosed disability.

Learning Outcomes

Learners will be able to:

• Define an Emotional and Behavioral Disability (EBD)
• Identify and define a variety of additional disabilities that relate to EBD
• Select and implement different instructional approaches and ideas to incorporate into their teaching with students with EBD

Needs Assessment

Problem

When we think of emotional and behavioral disabilities, we may imagine students who are flipping desk, acting out of anger, and can appear as an intimidating challenge in the classroom. I know as an 8:1:1 high school special education teacher for students with emotional and behavioral disabilities, some students can portray these descriptions. However, it is important to understand that these students who may be diagnosed with emotional and behavioral disturbed (EBD) or other related disabilities have a wide variety of reasons why they may be diagnosed with their disability. The prevalence of the diagnosis of EBD has decreased significantly within the last decade. While it is possible for fewer students to have EBD, “epidemiological data do not support this view” (Farmer, p.35). It is evident that more school districts are hesitant to identify youth for EBD special education services due to the stigma of the label (Farmer, p.35). Therefore, this may lead to more students who have emotional and behavioral struggles to not be classified to obtain proper special education services. Classified or not, it is important for all teachers to know other instructional supports they can use when dealing with students who struggle emotionally or behaviorally in the classroom.

As the article “Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders” states: “Given the known struggles in classroom management for teachers working with students with or at risk for EBD, it should not be surprising that many teachers resort to punitive and reactive practices, which leads to less time for learning" (Garwood, p.124). It is with no doubt that teachers have a tough occupation, it can be more difficult when teachers may not be taught who to instruct students with a difficult disability and even have knowledge about the disability, such as EBD.

What is to be Learned

Learners will be introduced to the definition of EBD. In addition, learners will be informed of other elements that may factor into students with or at risk EBD such as additional disabilities, poverty, and trauma. Learners will also discover various resources and ideas to implement into their instruction with students who struggle emotionally and/or behaviorally in the classroom. Overall, this course will be helpful for educators and other occupations in the school setting that may be looking for background knowledge and resources about students with EBD. Not only will learners understand the definition of EBD and related elements to EBD, but they should also be able to use what is learned in this course to apply it to all students who may struggle emotionally/behaviorally.

Instructional Content

Since this course is fully online, it is necessary for students to have access to a computer with reliable internet connection. The majority of instruction will occur through resources like readings and videos. Participants will be assessed through scenarios-based questions that may either occur with students with EBD or other emotional and behavioral disabilities. All instruction will take place online, so in order to successfully complete this course students will need to have access to a computer with a working internet connection. Instruction will vary slightly depending on the unit being taught, however the majority of resources in this course will come from readings, videos, and/or lectures. Participants will be assessed through a series of activities to reinforce understanding of EBD and strategies to support students with EBD.

Exploring the Problem and Solution

Learners will be exploring the definition of EBD and also be exploring additional disabilities and elements that may correlate with EBD. Through activities and other assignments, participants will also be able to discover a variety of strategies to support students with EBD and other emotional struggles in the classroom.

Goals

The overall goal for this course is for both general and special education teachers (with a little more focused approach on secondary) to better comprehend the definition of EBD is, identify other related disabilities and elements with EBD, and instructional approaches and strategies to better support students with EBD.

Analysis of the Learner and Context

Learner Analysis: This course will be used for teachers seeking knowledge about the definition of emotional and behaviorally disturbed/disability is and how to support students who have disabilities related to emotional and behavioral deficits. Learners will become knowledgeable in the definition of EBD as well as strategies and supports they can use in the classroom with students who struggle emotionally and behaviorally.

Context for Instruction: Learners will learn online during this mini-course. A stable internet connection and reliable computer are essential for this mini-course.

Performance Objectives

By the end of this course, learners will be able to:

• Define what emotional and behavioral disability is
• Give examples of best practices and strategies for teaching and working with students with EBD.

Task Analysis

Unit 1: What is the definition of an emotional behavioral disability (EBD)?

• Learners will define emotional and behavioral disability

• Learners will examine the prevalence of EBD in school setting

• Learners will identify other disabilities that relate to EBD

Unit 2: What are different instructional strategies and supports for students with emotional or behavioral disabilities?

• Learners will identify a list of strategies/guiding principles specific to a certain emotional or behavioral disability

•Learners will decide and implement (through writing) how to address a specific situation with a student in crisis

Curriculum Map

References

Farmer, T. W. (2013). When Universal Approaches and Prevention Services are not Enough: The Importance of Understanding the Stigmatization of Special Education for Students with EBD a Response to Kauffman and Badar. Behavioral Disorders, 39(1), 32–42. doi: 10.1177/019874291303900105

Garwood, J. D., & Vernon-Feagans, L. (2016). Classroom Management Affects Literacy Development of Students With Emotional and Behavioral Disorders. Exceptional Children, 83(2), 123–142. doi: 10.1177/0014402916651846

New York State Education Department. (2017, October 4). Data Summaries. Retrieved from http://www.p12.nysed.gov/sedcar/goal2data.htm#2017

Treat-Ulrich, P. (1 May 2019). Professional Development through RSE-TASC at OCM BOCES. Liverpool.

Turnbull, A. A., Turnbull, H. R., Weymeyer, M. L., & Shogren, K. A. (2015). Exceptional Lives Enhanced Pearson Etext Access Card Special Education in Todays Schools. Pearson College Div.

U.S. Department of Education. (2018, May 25). Sec. 300.8 Child with a disability. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8.

Walker, E. R., & Druss, B. G. (2016). A Public Health Perspective on Mental and Medical Comorbidity. Jama, 316(10), 1104. doi: 10.1001/jama.2016.10486

Images:

Allspecialchildren. (n.d.). Retrieved from https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwjL9OGG2KnmAhUyq1kKHcNtCKAQjRx6BAgBEAQ&url=https://allspecialchildren.blog/2019/01/20/philosophy-of-teaching-students-with-ebd/&psig=AOvVaw1dDvc5onwVywJJ7gwQeHF8&ust=1576019413251943

Brock, A. (n.d.). Retrieved from https://www.thehms.org/m/news/show_news.jsp?REC_ID=475689&id=1

Creelman, P. M. (18AD). Retrieved from https://en.wikipedia.org/wiki/Mental_disorder#/media/File:Mental_Disorder_Silhouette.png

HealthyPlace.com. (n.d.). Retrieved from https://www.lisbonlx.com/ideas/27/how-to-help-people-with-depression.html

Hey Sigmund. (n.d.). Retrieved from https://www.heysigmund.com/kids-with-anxiety-need-to-know/

Keep Calm Posters. (n.d.). Retrieved from http://www.keepcalmandposters.com/poster/5829778_keep_calm_and_remember_youre_a_great_teacher

Liahona Academy. (n.d.). Retrieved from https://www.slideshare.net/LiahonaOutreach/creating-structure-for-teens-with-behavioral-disorders

The Daring English Teacher. (n.d.). Retrieved from https://www.thedaringenglishteacher.com/2016/04/InspirationalQuotes1.html

Video:

Dear Teacher, I have a conduct disorder. (2009). Retrieved from https://www.youtube.com/watch?v=pr5k_MEXz6E&feature=youtu.be