Emotional, Behavioral, and Physical Disabilities Essay

The instruction of educatees who book emotional and manneral disorders, physiological disabilities, health impairments, or traumatic head word injuries back be a difficult and challenging tax if proper teaching strategies be not put in place. It is to a fault important to for these bookmans to gain self-advocacy skills and for instructors to teach the opposite students understanding, respect, and how to respond appropriately to the students with disabilities in their class. Another important aspect of the learning of special of necessity students is an separate education plan (IEP).It is important to understand each individual handicap before a teacher can properly determine the surmount teaching strategies. The education of students with emotional behavioural disorders is interfered be pee of an inability to build and fend for relationships with peers or teachers, an inability to learn, exhibiting inappropriate behavior and feelings, constant unhappiness or depressi on, and unreasonable fears about school (Clayton County Schools Special Education Department, 2012).Emotional behavior disorders in boorren are caused by environment, heredity, or both (Anjeh, D. , 2007). The education of students with physical disabilities is excessively more difficult. Physical disabilities are broad categories that accommodate numerous conditions such as muscular dystrophy, missing limbs, spina-bifida, and cerebral palsy. There are many different causes of physical disabilities. Physical disabilities make it hard for children to more around and to control their voluntary push movements (Anjeh, D. , 2007).Health impairments also cause issues related to a students education. Health impairments can coif a students alertness, vitality, and strength. Often health impairments cause a student to have extended absences, inability to attend a replete(p) academic schedule and/or inability to attend to tasks for the same space of time as peers (Clayton County Schoo ls Special Education Department, 2012) A traumatic wizardry injury can also affect a students educational performance. A traumatic brain injury is an injury to the brain caused by an external physical force.These types of injuries can cause impairments of judgment, puzzle solving, sensory, motor ability, memory, cognition, thinking, physical functions, and speech (National Association of Special Education Teachers, 2006/2007). The most common land cause of traumatic brain injuries are caused by motor fomite or bicycle accidents. Other causes hold being shaken, falling, sports related injuries, and gunshots. traumatic brain injuries can cause physical, cognitive, and/or psychosocial-behavioral/emotional impairments (Anjeh, D. , 2007). Teachers can punish many different strategies to help students with the above disabilities.These strategies are very much salutary for the regular student as well. Lash (2000) suggests that to help a student to concentrate better or pay attention a teacher can reduce distractions in the work area of a student, rive the students work into smaller sections, having students summarize the teachers instruction, and using verbal or non-verbal cues. Because short term memory is often affected by a traumatic brain injury a teacher can repeat or summarize the information study frequently. The teacher can also encourage the student to use abide by cards, calendars, or planners.The use of mnemonics may also be helpful to the student. A teacher could provide students with traumatic brain injuries additional time, checklists, schedules, outlines, and other organizational materials. When teaching students with emotional and behavioral disorders the teacher must remain slender to these students issues. First the teacher must identify the behavior and its cause. Lewis, Heflin, & DiGangi (1991) found that the best approach is to pinpoint the specific behavioral problem and apply data-based instruction for remediation.Remediation shoul d include encouraging wise behavior in place of the bad behavior and using overbearing reinforcement (Algozine, Ruhl, & Ramsey, 1991). Extra training in social skills is also important. pedagogy strategies for the physically impairment deal with the provision of certain accommodations and making nurture as well as the learning environment accessible. Some strategies include giving the student extra time, reducing the amount of furniture in a classroom, and training ply on the health care needs of the student.The removal of physical barriers, elimination of social barriers, participation in extramarital activities, inclusion in sports and leisure time activities are all strategies teachers can use with students with disabilities. Some students may require many visuals while other may require added audio. To improve a disabled students self-esteem and self-advocacy the student should be allowed to assume state for their own learning which will improve their self-concept, feelin g of belonging to the school, and success at school.A focus should be placed on teaching the student the skills necessary for taking responsibility and showing initiative in making decisions about their own instruction. It is also important for the teacher to help the disabled students peers to understand, accept, and include their peers with disabilities (CSWD, 2002). Inclusive classrooms can be helpful because they enable disabled and nondisabled students to wear the similarities they share and to accept each others unique traits that they have (Kliff & Kunc, 1994).As school communities become increasingly diverse, it is more important than forever that teachers, administrators, parents, and students work together to create a tolerant school climate where each student feels safe and valued. IEP confluences are an important part of a disabled students educational process. Present at the coming upon were the students engender, the special educational teacher, and a member of th e staff that is responsible for any financial related issues that may come into play. The coming together began with a brief introduction and signing of an intake sheet.The special education teacher reviewed the childs present academic levels and discussed reading learning and fluency improvements. A copy of all testing scores was provided to those present. The father discussed worries that his child is shy and the need for social skill training. Moving the child to an inclusive classroom was discussed but it was decided to wait for this transition for the stem of the next school year due to the childs need for routines. Lastly it was determined there would be a short meeting scheduled for the end of the school year to determine classroom agreement for the following school year.