Essay on "Challenges of Teaching Students With EBD"

Essay 4 pages (1271 words) Sources: 3

[EXCERPT] . . . .

Teaching Students with EBD

Perhaps one of the most tragic elements of primary school is the suffering some children experience because of undiagnosed, misdiagnosed, or ignored psychological or educational disorders. Today, however, most educators recognize the vital necessity of catering to children's needs when educating them. If these needs are not met, the children in question could experience both short- and long-term problems, not only with education, but also with their interpersonal relationships, their ability to find and retain employment, and other issues.

However, it is also important to recognize that identifying categories for children suffering from learning or emotional disorders is by no means a simple task. One of the challenges is distinguishing among children who are simply being difficult and those suffering from conditions such as EBD. A further challenge is that, once the distinction and diagnosis have been made, the educator still faces controversies relating to the different definitions and emphases when working with these children.

To mitigate such challenges and issues, a good idea is to assemble teams of different experts and concerned parties. This can help to provide children diagnosed with EBD to relate better to their work and peers, as well as with the educators concerned with their progress. When such individuals work together, they can do much towards helping children going through these challenges to reclaim the joy that is supposed to be part and parcel of childhood.

Teams

The special education team for this course will include Ms. Marjorie Helm, a regular educator in English language arts; Ms. Tammy Hillside, a special educator; Mr. Tanner Whitmore, the school psychiatrist; Mr. Stephen Hake, the school guidance counselor; Ms. Anna Gonzales, the parent of an 8-year-old daughter diagnosed with EBD; and Mr. John Jefferson, also a parent with a son suffering from the same condition.

Ms. Helm was chosen for her expertise in language arts, because communication and interaction is one of the specific challenges children with EBD face. As part of the team, she can contribute valuable communication strategies to help these children voice their concerns and emotions in a guided and appropriate way.

Ms. Hillside, in turn, can work closely together with Ms. Helm, as she specializes in communication techniques for emotionally troubled children.

Mr. Whitmore specializes in developmental psychiatry, and can use his expertise to contribute towards an understanding of the underlying issues and challenges that EBD children n face. Mr. Hake can also contribute to this understanding in a practical way, as he often works with children suffering from the disorder. As such, he can contribute and recommend specific techniques to help deal with these children.

The parents, Ms. Gonzales and Mr. Jefferson, can contribute their own experiences with their children, as well as techniques that they found to work particularly well. In a practical sense, the most important contribution the parents can make is towards liaising with other parents to help create a global understanding of children suffering from this disorder. Furthermore, these parents can also help others to identify potential symptoms in their own children, and as a result obtain the help they need as soon as possible.

Diagnostic Concerns

One of the concerns in diagnosing EBD in children lies in its definition, and concomitantly in the documentation used to diagnose the disorder. Psychiatrists and psychologists, for example, tend to favor the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) by the American Psychiatric Association in defining and identifying the disorder. Educators, on the other hand, tend to use dimensional systems such as the Child Behavior Checklist (CBCL), which defines behaviors as internalizing an externalizing groups. The differentiating interpretations of child behavior obtained in this way make it difficult to provide integrated services that cater to the specific needs of each child diagnosed.

Martines (2007, p. 54), for example, states that… READ MORE

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