Children with emotional, physical and/or behavioral disabilities are a special class of students when it comes to the delivery of education because they cannot use normal facilities that other students use. They also require specialists trained in certain areas to teach them. A good number of methods for trying to educate such students have been initiated so far and, to an extent, helped many students with special needs. However, much is yet to be done for teaching the society from which these students come. In order to assist children in effectively coping with education sessions later in life. This paper addresses issues related to education of students who have emotional and physical problems, special health needs, and traumatic brain injury.
Almost every society around the world has a child or a person who has at least a form of an emotional and behavioral disorder. Some cases of emotional and behavioral disorders are known to render people totally unable to care for themselves. However, with increasing primary care activities and widespread education in many countries, children with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injuries are becoming increasingly exposed to education. Even though they are only able to get customized information, it is better than if they stay not educated at all because it helps them to cope with the environment. This paper addresses a number of issues related to education of students with emotional and behavioral disorders (EBD).
Teaching Emotionally and Behaviorally Challenged Students
According to Wolfe & Mash (2008), teaching a class of emotionally and behaviorally challenged students can be one of the most demanding yet fulfilling tasks. It is demanding because each student in such a class tends to have unique challenges that are distinct from the rest of students in the class, yet fulfilling because one gets to know that they contribut a lot to the life of a person who would be otherwise helpless. Similarly, students with emotional and behavioral disorders require a specialized form of teaching that can vary from one person to the other. However, thanks to improvement in research which has led to identification of a number of methods which can be used to help such students; some a teacher needs to learn while on the job.
Wolfe & Mash (2008) note that most students with emotional and behavioral disorders have a tendency to develop learning disability and thus it is recommended that parents, who discover a problem, consider as early as possible the kind of school and education such a child can be given. Generally, studies have shown that students with emotional and behavioral disorders tend to have a lower intelligent quotient compared to normal students. It should be a signal for the need to have specialized facilities for the last. For instance, a child is more likely to develop learning problems if she or he has health impairments or a traumatic brain injury.
It is important to ensure a child with EBD gets relevant education; it involves understanding of the category to which a particular student belongs. Wolfe & Mash (2008) observe that there are two broad categories according to which students with EBD are generally classified: with externalizing and internalizing behavior. Externalizing behavior among students with EBD includes: aggression, disruption, and other reactions regarded as abnormal. On the other hand, students with internalizing behavior normally exhibit such problems as depression, anxiety as well as social withdrawal. Even though Pierangelo & Giuliani (2008) indicate that the most prevalent cases of EBD among students are reported on externalizing behavior, a number of students have exhibited characteristics of both.
Effective Teaching Strategies for Students with EBD
Several strategies are available for teaching students with EBD. It is important to note that these strategies vary as much as students with EBD, and therefore there is need for teachers cognizant of this factor. Pierangelo & Giuliani (2008) observe that effective teaching strategies to students with EBD imply reducing of undesirable behaviors of students while boosting their academic achievements. Some of the tested strategies include: making students to cover, copy, and check. It should involve use of stimulus to evoke reaction from students with EBD as well as response, praise, and academic talk. In this strategy student with special needs are exposed to frequent talks in the form of storytelling laced with academic concepts. Test retakes is another strategy that effectively ensures that students with EBD get better results in their education by doing class work again and again.
Nurturing the Self-Esteem and Self-Determination among Student with EBD
Lapp & Flood (2006) observe that EBD students become demoralized when they discover that they are not the same as other students. However, it can be eliminated by avoiding discriminatory situations that make them aware of their conditions, giving encouragement messages and signals as well as allowing them to participate in discussions in which their opinions count. Similarly, some of them can be encouraged by role models of people with similar conditions, who have succeeded in education and later in their careers. Those students with traumatic brain injuries can use special equipment that simplifies their learning sessions. It is likely to boost their morale and encourage them.
Additionally, regular students should be taught in their curriculum the importance of avoiding stigmatization of students with EBD. Having lessons and teachings to regular students will help them to appreciate the need to assist students with EBD. It will also considerably eliminate stereotyping and jeering associated with emotional and behavioral disorder.Similarly, interactive sessions where regular student get together with students who have special needs can help in appreciating potential and capability that pupils with EBD have. Finally, encouraging determination and self advocacy among them will also help in reducing stigmatization and fear associated with EBD.
Policies, Procedures, and Programs for Education Students with EBD
Students with EBD have special schools and educators who are trained to handle their needs. Some have access to instructional experts in academics as well as behavioral and social skills. Their curriculum is distinct from that of normal students and they also use special equipment while learning. Because of difficulties in learning, their education is simplified to suit their needs according to the disability that a group of students exhibits. As such, their programs are flexible and can allow a shift to a different level provided a student improves dramatically.
In conclusion, pupils with EBD can better their lives by becoming independent people if they are given access to appropriate education early in their lives.