Discussion

History behind special education

In 1972, the United States mandated that all students with disabilities are able to get free public education, give students with disabilities the same, or at least as close to the same education as possible to students without disabilities, and parents could challenge the school with the education their child is getting (Turnball, Turnball & Wehmeyer, 2007).

In 1974, IDEA (Individuals with Disabilities Education Act) was approved by congress, ensured that students with disabilities get the needs and services met by the public school they attend. If the school cannot provide for that child, the school is responsible for helping the family get the services for that child. This may include providing transportation and tuition to the facility providing the services. IDEA was improved in 2004, IDEIA (Individuals with Disabilities Education Improvement Act) (Turnball, Turnball & Wehmeyer, 2007).

Under IDEA, students ages 3-21 can get services provided by the school if they are eligible. There is a process in which students are able to get services and if they qualify for the services. If they don’t qualify for the services, there are other resources for them. As mentioned before, services include free specially designed instruction for reading, writing, mathematics, and other services which may include counseling. When students get into high school, their needs are redirected to post high school. This prepares students for what they want to do with their life so that they are productive members of society . This also prepares them for a future career they are seeking (Turnball, Turnball & Wehmeyer, 2007).  

There are six principles under IDEA, one of which is Least Restrictive Environment (LRE). This is notable because under LRE, students are to be in the general education class as much as possible. Studies have shown that students overall do better when they are in general education classes, and included in the general education class most of the school day.  This leads into the conversation of inclusion of students with EBD (Turnball, Turnball & Wehmeyer, 2007), (Smith, 2006).

EBD Characteristics

Currently, EBD is categorized by most states as Emotionally Disturbed. Washington State categorizes EBD as EBD. The DSM IV has a different way of categorizing EBD. It takes all of the disorders within the category of disorders and individualizes each disorder (Smith, 2006).

Characteristics of students with EBD include:

Impulsive behavior

Repetitive disruptive behavior during class
Distractible, inattentive which can be distracting to students
Low self esteem
Intimidating or a bully to students
Does not like change to routines
Defensive towards others when being blamed for inappropriate behavior

Has difficulty participating in group work
Can be harmful to themselves or others

Has aggressive behavior
Absent from school often
Can be manipulative to students and teachers
Withdrawal, shutting down in class
Low academic achievement

(Hewitt), (“Emotional and behavior”, 2008) (Emotional Behavior Disorders, 2012) (Turnball, Turnball & Weymeyer, 2007)

If students show repetition in many of these characteristic, they may have an emotional or behavior disorder.

Some emotional or behavior disorders include:

Some communication disorders

ADHD
Conduct Disorder
Oppositional Defiant Disorder
Elimination disorders
Some anxiety disorders

(Emotional Behavior Disorders, 2012)

After a student has been diagnosed with EBD, and it has been determined that their disorder inhibits their learning, the student’s IEP is created. Many people are involved in this process. The report of the testing will have recommendations for that student which may include getting specialized instruction.

Emotional beavhior disorders. (2012). Retrieved from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

Emotional and behavior disorders. (2008). Retrieved from http://behaviordisorder.org/articles13.html

Hewitt, M. B. (n.d.). Meeting the challenge of inclusion for students with emotional disabilities. CHOICES, 2, 32-29.

Smith, D. D. (2007). Emotional or behavior disorders defined. Retrieved from http://www.education.com/reference/article/emotional-behavioral-disorders-defined/

Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2007). Exceptional lives special educaiton in today’s schools. (5th ed., pp. 156-177). Upper Saddle River, NJ: Pearson.

http://www.seattleu.edu/uploadedFiles/CCTS/Transition%20Services%20Flow%20Chart%2012-09.pdf

This link is a flowchart of the process in which students transition from special education to post graduation.