how emotional disabilities impact children's performance?
110338
I have High Functioning Autism myself and lemme say that what happens is concentration is affected when it comes to Emotional Disabilities, also such a person winds up having to deal with Emotional problems.\n\nFurthermore when ya call such a person names like stupid and worthless it really does not boost their confidence at all and I think it sucks that persons with Disabilities get called such names even when they do try as hard as they can.
222497
Inclusion does work, if there are also pull-out programs available to provide additional academic and/or behavioral supports when absolutely needed. Regular ed teachers in inclusive schools must also be highly trained regarding special needs students and alternative learning needs, and be willing to work as close team members with special educators, therapists, etc. It doesn't work in all places, or for all students, but it can be highly effective for the right students with the right professional team.\n\nParents are the strongest advocates to help make any program effective, whether inclusive, pull-out, or segregated. Be there to praise staff when things are working, and to question (and challenge) when things aren't effective. You know you're effective when your child is showing academic progress, is staying out of trouble, and the administrators at your child's school call you "ma'am" or "sir" and act both polite and nervous around you.\n\nGood luck!
366590
sometimes there are clubs designed specifically for children with special needs...in england we have a theatre group called "SHED" i think which works mainly with special needs children...i duno if you are in england but ifnot you might have something similar in your area...that way you get free time to study and your kid gets to do something they might enjoy.
208634
I am a Montessori Directress in a school for underprivileged children in Chennai,India.\nI have found that the Montessori Method has been phenomenally successful. The child develops in all areas,- cognitive, social and emotional. The variety of material and the freedom the children are given helps them to learn skills in keeping with their learning style and capacity. \nEven if the children are not sufficiently motivated as the previous answer mentioned those children are better off in such an environment where they are not forced to produce results which they can't. The child does not lose his confidence and self-esteem, which he may in a traditional school.
107926
I think they give testing to children to evaluate learning difficulties.  So, if you or your child is not having success in school, you might see the e.p. for testing to find out more exactly what the problem is.  Could be Attention Deficit, Dyslexia, or some other specific disorder.  It's good to identify the nature of the problem, because then the e.p. can help identify a plan and some methods of working around the problem.
142139
Children who have a physical disability?
827684
While it is true that hormones play a part in the handling of emotional issues, they do not play as large of a role as the chemicals in the brain that control our emotions. If the brain does not have the correct balance of dopamine and serotonin, it can and will cause very large problems with the emotional well being of anyone. \n\nI have a daughter who is mentally unstable and I have learned a great deal about the chemical imbalances in her brain. She can be told or asked something and 3 days later become very upset about it. She is over the age of 18 and will not take her medications so subsequently I am raising her 2 toddlers and have since they were born. When she takes her meds she is as easy to deal with as my other children but when she doesn't, I cannot be around her. \n\nIt is all in the chemicals in the brain.
55807
Yes, it can! I am a doctor of psychology, so I have seen firsthand the effects of traumatic events in childhood. Remember, what is traumatic for one person may not be for someone else, so not every child who received and/or witnessed corporal punishment will be affected.\n\nAs someone else mentioned, it could be post traumatic stress disorder. But it may not be quite that severe; without knowing your exact symptoms, a diagnosis cannot be made. Also, there may be other factors at work.\n\nYou may want to consider some therapy if your nervousness is affecting your life. I am partial to cognitive/behavioral therapy myself because it is action- and goal-oriented, but there are various types that might help.\n\nDr. Barb Nefer, http://www.bnlifeskills.com
92241
Your question puzzles me - most childhood disabilities cannot be overcome; one needs to learn how to overcome the barriers facing children with physical disabilities.\n\nOne cannot overcome muscular dystrophy for example - but you can learn how to provide the child with recommended therapies; learn about child rights and ADA.\n\nPersonally, I think the most important lesson to learn is how to teach others to include the disabled child in 'routine' activities.  For example, when of pre-school age, a child with physical disabilities should be able to attend a 'typical' preschool and join in all activities.  If the pre-school is limited, then it is they, the educators at the preschool in question, who need to learn how to include the child.\n\nChildren with physical disabilities can live happy, well adjusted lives; being included in 'normal' activities of life.\n\nParents of children with disabilities need to be their first and prinmary advocate and learn to speak up for their child until they are able to do so appropriately for themselves.
83192
I will include the answer I gave a few days ago to a very similar question about "Mainstreaming" which is just another way of saying "inclusion"......\n\nIt always depends upon how the mainstreaming, or inclusion, is done. It also depends very much upon the needs of the individual and the resources available in the system. There is no easy answer to your question, and unfortunately most people are either strongly pro or strongly con, and often don't see shades of grey. Also are you looking for the information from the perspective of a student, a parent, or a teacher? The perspectives tend to be quite different sometimes.\n\nSome of the postive effcts would be that the student theoretically has the opportunity to make more friends and participate in more activities. This is certainly true if inclusion is done in a careful and caring manner. Students who are mainstreamed have to learn to live by the same rules as other students. Other children become more accepting of students with disabilities. Everyone learns to respect each other's differences, and it should lead to a more tolertant and accepting society overall. Generally in the years since IDEA, students with disabilties have shown improvements in standardized test scores, better social and communication skills, better knowledge of the world and are better prepared for post-school experiences.\n\nSome people say that inclusion lowers standards in the regular classroom. It may not always be possible to meet the needs of students with disabilities in the regular classroom. Classroom teachers do not necessarily have the background or skills to address different disabiities. Some students with disabiities need very specific programming that cannot be delivered effectively in the regular classroom. Some people believe that kids with disabilities fall further behind as a result of inclusion because they can't get the amount or quality of attention they need.\n\nThe key is appropriate training of clsssroom teachers, good specific programming for the students with disabilities, and resources to properly support classroom teachers in implementing inclusion. \n\nI've tried to give an overview of both sides of this issue.  I hope my thoughts are helpful to you.  Take care.
254658
The point of identifying students with disabilities is to provide "individualized instruction." As you may know this is operationalized in an IEP (Individualized Education Plan/Program). That means you aren't addressing the entire population of kids with disabilities. \n\nAs a result, the number of needs depends on the kid. I'm sure someone out there has come up with the idea there are "five basic needs" but it sounds pretty arbirary to me. I wouldn't trust the notion. The safest approach is to deal with each kid individually. It's probably best for the kid and avoids having to answer the question for all kids with disabilities.\n\nAlso, inclusion sometimes depends more on the skills of the "regular classroom" teacher than it does on the skills of the kid being mainstreamed.\n\nGood luck.
249519
NO.  Students with disabilities do fall under a different "system" of sorts.  But they still get punished and know what is wrong from right.
520443
Teachers, funding, the govt! pressure, stress, home issues, trauma, depression, teasing from other kids, peer pressure, environment issues, ADD, ADHD, learning disabilities, no motives.... etc... there are a number of reasons for a child to do badly in school. the question is too general.
390414
I don't usually respond to website questions but I read this one and thought I would. My 7yr old daughter has high functioning autism. At first she was diagnosed with aspergers. She is a loner and quite happy to be that way.There are 5 children in the family and she would prefer to be on her own. It saddens me more to see her in the school playground on her own that what it does her.She has an aide at school and is left out by other children because of this - she has only just come to understand that people actually like people.There are a lot of educational things for people with aspergers and autism to help them along on their lives.An example is - social stories (where one learns the correct behaviour in social settings).\nThere is a program called The Dore Program (I think the website is  www.dore.com or could have .au on the end!!!) They take children and adults with learning disabilities - including autism and aspergers - the create exercises for each individual and they are done a couple of timesa day for 12 to 18 months.During this time the client can go from non reading and writing to overtaking their peers. It also helps with behaviour and motor skills. I have read these stories and spoken to a consultant at the institue. \nI know this isnt answering the above question but to all sufferes of any disability there is always hope and tomorow can only be a better day.\nThanks for reading.
179281
My personal experience has been it make my son act terrible it is way to stimulating for him which usually leads to bad behaviors I have to be very careful what I allow him to listen to.\n\nDo you have a 504 or IEP for your sons accommodations if you do you can ask that he be excused during that time. They can go to resource help in the office my son got to help the janitor with little jobs it just depends on your school and what you and your son are comfortable with when you approach them have a few things lined out that he could be doing instead and contrast what he has been doing in music class and how it is neither beneficial to him or the others to be there.\n\nBecause of the sensory issues with my son he cant go to the cafeteria or the gym and we had it written in his IEP\n\nIf I can help you in anyway please dont hesitate to contact me\n\nGood luck
349742
Monkeybiz is absolutely right about how properly designed inclusion programs cause minimal impact on the regular ed kids. I am also glad to hear how well her son is doing. Congrats!\n\nHere are the issues that must be addressed to create an effective inclusion program:\n\n1. The child with special needs must be non-disruptive in his/her behaviors with the regular ed students; one of the major supports I provide is bringing up self-esteem and confidence through clear and observable academic growth (self-esteem must be earned through success to have any lasting, long-term effect)...low self-esteem being the major cause of misbehavior in SLD students.\n2. The child with special needs must be motivated to learn.\n3. The child with special needs should have language arts skills within one year of expectation for regular ed students for language arts independent inclusion, and within three years of language arts expectation for regular ed students for other subjects. For example, I have 4th graders who see me for Language Arts remediation, who are now able to read at the late 2nd grade to early 3rd grade level, who do quite well in math, science, and social studies with the modification of written work length, peer and teacher support for reading assignments, and multi-sensory instruction in the regular ed classroom. Those who are below that in Language Arts also have me for Math, and we provide supervised inclusion through an educational assistant in science/social studies for those whose reading is early 1st grade/Primer.\n4. The student with special needs must have study and personal advocacy skills (e.g. using the dictionary, confidence in asking for help from the teacher and peers, using environmental resources such as assignment postings, posters, etc.).\n5. The student with special needs should have his/her time in regular ed and in special ed pull-out carefully balanced to best support his/her learning needs.\n6. The regular ed teacher must be open and flexible, get along well with the special ed teacher on a professional level (personal doesn't hurt either), and have the skills needed to modify curriculum and adjust instruction to meet the needs of ALL the students in class (rather than seeing the inclusion students as "belonging" to the special ed teacher).\n7. The special ed teacher must be versed both in the regular ed curriculum programs, AND in research-based curriculum and instruction appropriate for a variety of learning disabilities, speeds, and sensory issues. The special ed teacher must be able to work with almost everyone on the regular ed teaching staff with some effectiveness, even with the untrained and unmotivated ones (in other words, be open and cooperative with many people, and have a thick skin and tenacity for those who would rather not "deal with those kinds of kids").\n8. The special ed teacher should have a small enough case load that he/she can spend adequate and effective time with the student on his/her continued areas of need (state cutoffs for caseloads are much higher than reality for teacher effectiveness). With appropriate time in individualized instruction for remediation skills, study skills, and coping skills, the child has an excellent chance of success.\n9. The parents must have a strong sense of education as the key to the future of their child, and convey their value for education to their child.\n\nIf ANY of these components are missing, or even somewhat reduced, the student is at a high risk for failure. However, with adequate numbers of dedicated staff, it can work wonders!\n\n"Full inclusion," all-day inclusion, only works if the regular and special ed teachers are co-teaching the class as all-day partners who have similar instructional styles and get along together personally, there is an educational assistant providing additional support, the administration is flexible for both curriculum and instruction of regular ed students, and both teachers h
270179
It isn't just other people's body language that Aspie kids don't understand. They also don't understand the link between their own behaviors and the effect they have on other people. Cause and effect is a difficult concept (as are most abstract concepts) for them to grasp. Aspie kids often exhibit repetitive non-verbal behaviors like clapping their hands, flapping arms, tapping,swaying, rocking,scratching, rubbing etc. Most of the time these are subconscious or unconscious.