Fuller,+Kerry+Emotional+Disturbance

//**Hello, and welcome to my Inclusion Strategies WIKI!**// //**I am so excited to learn about ways I can improve my teaching and serve the varied needs of children.**//



//**I have worked in education since 1995, and have learned that there is __always__ more to learn.**//

//**My goals in education are simple. I would like to finish this year's program, and hopefully**// //**get a position as a Kindergarten/First grade teacher. if that does not happen, I am hoping to return to OIT in Klamath Falls and get the last few classes I need to obtain my Masters degree in my "other love", Behavior Analysis. Either way...I am happy!**// //**My Family (including my dogs) bring me the greatest joy! I adore children of all kinds, and tend to have a soft spot for the children in our society deemed "less lovable'. I love behaviorial issues; I find them challenging and rewarding.**//

//**My greatest fear as a teacher would be not understanding the needs of a learner. I am hoping that through courses such as this that I can gain as much knowledge as I can in order to recognize these needs. I have struggled with leanring the new methods of Math that we are teaching the children of today. This makes me feel frustrated, because I have been wired differently. I hope I can use my experience with math to relate to others who might be "wired differently".**//

//**The top 5 things I learned while studying my topic were:**// //**1. Students that have an emotional disturbance need our support just as much as students with other disabilities.**// //**2. Students with emotional disturbances are commonly thought of as "Crazy", or "bad" kids, an they rarely hurt anyone. They just have difficulty expressing themselves as what we say is "appropriate".**// //**3**.// **B//ehavioral strategies are the method of choice with most educators and counselors when working with students with emotional disturbances.//** //**4.** __**Knowing the triggers is key!**__ **Watch for antecedents such as transitions, schedules, or anything else in the physical environment.**// //**5. use positive reinforcement to break chains of negative behviors. reprimands or harsh consequences will not be effective.**//

//**Please enjoy my resources below. I have been researching Emotional Disturbance.** **I chose to research this topic becuase I find that many times in schools, we tend to misunderstand it. We also seem less tolerant of this disability. I don't want that for my future students ; or yours!**//

=** If you can only visit one resource in my wiki...This is it! **=

rating 5/5- excellent information
==I was hesitant about using a link from "about.com", but after I saw these suggestions, I knew I needed to pass it on! It is meant for parents, but what better way to look at our students with disabilities than through the eyes of a parent. It offers 5 ways to prepare for a student with Emotional Disturbance. There are other links at this sight worth exploring. Just click on the title and a URL will pop up.==

[|emotional disturbance and school]

**Resource 1**
== //**This resource is one of my favorites. It is only a few moments long, and gives a thurough introduction to Emotional disturbance based on IDEA. Be fore-warned, it is not the most engaging visually, but the information is solid.**// ==

media type="youtube" key="Hn9wxOr4ofs?rel=0" height="315" width="560" align="center"

Resource 5
== This is a lenghty article; 7 pages long! It would be a great resource to print out and keep to refer to becuase it is extremely thurough. Information comes from NIMH. (National Institution of Mental Health) ==

I like this article and how it points out how prevelant emotional disturbances are! It is estimated that
== 2-6% of the total student population is living and going to school with their emotional distubance. This translates into 1.3 to 3.8 million cases. It also gives direct strategies for different areas of school. ==

resource 7
== This is a link that gives perspective from the eyes of the Special Education Educators. There is extensive information of many kinds. Plan some time to roam around this one! [|National Association of special education teachers]==

Resource 8
== You have to check this out! This is from ritish Columbia, and it explains how music can be used in many ways to help people that live with emotional disturbances. This is a new concept to me, and I find it very interesting. ==

__ //**Observation of MD; Speech pathologist of Happy Valley Elementary/ Community Based Learning**// __
//NOTES:// //**Students observed: RG, IT, and GB (all 4th grade)**// //**All three students observed are being seen for help with articulation.**// //**All three students were being run throught the same exercises, and all were working on the articulation of the letter "R".The first and third students were asked to make sentences one at a time with the words corn-bored-porch. I heard the speech path say "speak loud and proud!" and offer lots of positive feedback.**// //**The speech path also asked them to correct every mispronunciation, and offered suggestions such as rounding thier mouth or "watch my tongue" .**// //**One of the girls was instructed to say the words five times while the teacher counted them down with her fingers. They then went into a game called "Word Burst." There are categories of words they must name, and if they mispronounce it, they don't get a point. Students are put into teams.**// //**Throughout these observations, if the speech was not understandable, she would tell them "I don't know what that is...Are you saying..." And they will work on it.**// //**Later I noticed when working with IT, the speech path said to her, "You are so quiet, let me asked ask you one!" This pathologist also asks personal questions to bring out speech and pratice conversation.**// //**Overall, there was a lot of repitition of repeating back mispronounced words, and the modeling of new ones, followed by practice.**// //**Note: This teacher provides a proactive, positive work time that is comfortable and friendly. Boundaries are clear, and postiive strategies are used. The flow of thier time was constant, and well spent.**// //**The first thing you see is the Room Rules:**// //**1) come on time, enter quietly**// //**2) hands, feet, objects to yourself**// //**3) quiet when it is not your turn**// //**4) follow directions the first time they are given**// //**5) TRY YOUR BEST!**// //**The whole entire back wall is filled with individual progress charts and the students put a sticker on every time they come, that is redeemed when full for a choice of rewards.**//

//**Interview:**// //**1) Do you have one particular strategy that you use for all of your students?**// //**"No, really every case is different, some students need to hear the words, some need to see the words, and some need to feel the words.**//  //**2) I noticed you use a lot of postiitve behavior supports and was wondering if they enhance motivation for your students?**//  //**"Yes, they do. Students that I see are coming in here feeling a little different, and I like for them to know that yes, they have something that needs work, but we can do it. If they are willing to put in the effort, I am going to not only help thier speech, but I will make it fun, and worth their time."**// //**(I noticed the students really liked being there and were disappointed when it was time to go.)**//  //**3) You have a big case load, is this typical?**//  //**"No...I have a lot more this year and I am not sure why. I will tell you though; When the year started, I had quite a few more. When I got to working with some of the students, I felt they didn't need to be here. Part of the reason for that is this: I have students that really need instruction about how to speak. Sometimes they need help with recieving information. But then there is some students, that have been in speech, and know what they need to do, but they just forget, or get sloppy. they don't need speech class to remind them to speak clearly or slow down. That is something all of the adults around them can do, and should do. It's just a matter of reminding. I find when they get to junior high and they want to impress a girl (or boy), and a member of the opposite sex says they talk funny, they suddenly get busy and clear that speech right up!" (giggle)**// //**4) What is your opinion of inclusion?**//  //**"I love for kids to feel part of thier classroom, and I do have some students that I can work with in the classroom setting, however when you are working with speech, there is a lot of hearring that goes on, and you just can't hear what you need to in a busy classroom, and it can get quite diastracting to the others when we are in the back making sounds and such. I also do not like pointing out so boldly that this student is singled out. It's a tough call, but the teachers and I work together and usually come up with a plan suited for all!"**//  //**5) Do you enjoy your job, and would you advocate for more of you?**//  //**"Yes", and "Yes". I am spread quite thin, and speech pathologists are in demand. You can almost name your pay in this field. I even get calls from Medford. I love what I do, and it transcends many areas, schools, hospitals, stroke victims, anyone who speaks. (smile)**//

//**From this experience, I learned that a lot of the strategies that we know as best practices apply for all students, regardless of thier ability or disability. We need to differentiate instruction, offer positive support, collaborate, and make learning real and fun.**//