Emotional, Behavorial, and Physical Disabilities - Essay Example

? Emotional, Behavioural and Physical Disabilities College Policies, procedures, and programs summary There are various policies and procedures that help the emotional, behavioural, and physical disabled students. The manual polices and procedures provide school administrators educators and parents with guidelines and procedures to evaluate, identify, educate and place students with disabilities in public schools.  The procedures included in this manual reflect the office of specific Instructional Services’ understanding and interpretation of the most current state and federal disability regulations and laws and legal decisions and court approval decrees effecting the education of these students with disabilities (Jing, Amy Sau Ching 2012). Introduction In the psychology and therapy fields, the emotional, mental, and behavioural problem that is suffered by various students presents a significantly more challenging dominion to the therapists and the psychologists as children especially to youth. Such problems create great stress and pain to the student hence they need a constant medical treatment and attention. The mental problems undergone by these students affect their overall development and lead to the growth of environmental and genetic factors such as, chemical imbalance which leads to inability to learn and injury (Casebolt, Kevin,Hodge & Samuel, 2010). Secondly, the emotional disturbance experienced by students with such disability, severely affect their performance and their ability to merge with their friends and even their own family members. In that case, this problem makes such students lose their personal self-esteem. Thirdly, the behavioural disability may attack a student. In that case, the student becomes disobedient to the teachers, the parents. The child with such problem demonstrates such behaviours in various ways such as abnormal mood swings, becoming angry without any apparent reason or showing high levels of depression and frustration (Jing, Amy Sau Ching 2012). Conversely, prolonged illness, birth and genetic disability and accidental injury may cause health impairment to the students. This certain disability may cause the student to become slow in mental alertness and sharpness hence depending on others. In such case, such student would need constant monitoring and care. Finally, brain concussion or injury may cause traumatic brain disability to students. Effective ways of teaching the students with all these disabilities is a significant way of helping them build their future. On the other hand people should take the initiative to use various ways of helping these students create personal self-esteem. Thirdly, the educators should teach the rest of the students without the mentioned disabilities on how to respect and respond to their fellow colleagues who are disabled (Wishart, Diane; Jahnukainen, Markku, 2010). Effective teaching Exceptional students are the students who experience difficulties in their leaning and whose education performance needs various modifications in instruction and curriculum. They tend to experience various difficulties in various life skills such as socialisation, learning and vocational. Different disabled children exhibit different learning abilities. For instance, some them will perform better will others would require a more repetitive and structured environment. This would enable such students to remember and use these different skills in their future lives. Education of students with the disabilities of emotional and behavioural disorders, health impairments, traumatic brain injuries and physical disabilities seems to be challenging and difficult if various proper teaching strategies are not put in place. It is important to understand each of the students’ disability before an educator determines any of the best teaching strategies. Some of them tend to struggle with their emotions and behaviour and in such cases; they are unable to control themselves before taking any action (Casebolt, Kevin,Hodge & Samuel,2010). By giving such students to explain their disabilities and how they are affected would help the student. In that case, this is one of the teaching strategies to such students. Conversely, the teacher should give them a chance to express their own opinions on how their case would be taken upon in the class. Additionally, the education of such student with the emotional and behavioural disabilities is occasionally interfered. This is because, they are always unable to maintain and build any relationship with their fellow students and their teachers. In that case such students are unable to learn where they go on displaying inappropriate feelings and behaviours, unreasonable fears about school and constant unhappiness or depression. Additionally, the education of physical disabled students is difficult (Wishart, Diane; Jahnukainen, Markku, 2010). Ways to nurture the self-esteem and self-determination Self rule development comes from the teachers where by the teachers teach thse disabled students on ways of regulating their emotions and how to deal with them. By helping the students to communicate and understand their disabilities would also help these students. They will b able to share their difficulties and in the process the students will be able to build their personal self-esteem. Additionally, they will be able to feel worthy in the class hence associate with other people. Conversely, teaching the students on various disabilities and the needs related to their problems will help them to acknowledge their needs and the techniques of getting their needs. In that case, the students are able to know their ability stages, weak points and strong points (Wishart, Diane; Jahnukainen, Markku, 2010). On the other hand, referring the disabled students to counsellors would help the students to build courage in them which will enable this students associate with their colleagues without any feeling of not wanted in the society. The advices given by the counsellors help the students to feel being worthy in the society. For advancing the students confidence, a teacher or a parent should let each student to participate in every assigned activity. Through this, the disabled students are able to build up confidence in them that they are able to partake any of the activity as their colleagues do. Conversely, if a teacher lets every student in the class to contribute completely, the physically, emotionally and the behavioural disabled students will be able to increase their self respect in them. In addition, the students are able to attain effectual improvement of their independence when they are encouraged to keep assistive equipment where necessary (Wishart, Diane; Jahnukainen, Markku, 2010). Understanding of the disabled students by the regular students Well-organized procedures for backing up students gain awareness include helping them to learn how to activate special devices or learn measures specific to their personal condition. Flourishing ways of showing a high opinion for students is to ask the student to inform someone when he or she expects to be supported. A teacher should act in response by properly assisting others to be acquainted with and acknowledge physically disabled students. Help students to decide when they need aid and show others to wait until they are asked to give assistance before contributing support. The other students should be taught on how to recognize that disabilities are only a part of a person’s life situation. Teach students to care for all people with regular respect and curiosity (Jing, Amy Sau Ching, 2012). . References Casebolt, Kevin M.; Hodge, Samuel R. (2010).High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities. Physical Educator. 67 (3), 140-155 Jing Qi; Amy Sau Ching Ha.( 2012). Hong Kong Physical Education Teachers' Beliefs about Teaching Students with Disabilities: A Qualitative Analysis. Asian Social Science. 8 (8), 3-14. Wishart, Diane; Jahnukainen, Markku.(2010).Difficulties associated with the coding and categorization of students with emotional and behavioural disabilities in Alberta. Emotional & Behavioural Difficulties. 15 (3),181-187. Read More