Social-Emotional Behavioural Disorder - Assignment Example

Social Emotional Behavioural Disorder (SEBD) Table of Content Introduction 3 Different perspective of Social Emotional and Behavioural Disorder – Education 4 Examination of evidences 5 Role of the professionals 7 Evaluation of theories and approaches to inter agency working with SEBD students 8 Conclusion 10 References 11 Bibliographies 13 Introduction Behaviour is an important factor that determines the learning capabilities of an individual. Behaviour can be manifested orally or through actions. Thus any kind of hindrance that is produced in behaviour will affect the learning of individual. The following paper will investigate the fact that how children suffering from Social Emotional and Behavioural disorders can be imparted education in an appropriate manner so that their speech, language and communication needs are fulfilled. It has been found out that grasping a language is quite an easy process for a child, but those suffering with speech language and communication needs often find difficulty in coming to terms with language. There is a smooth balance and coordination between these various characteristics of individuals that help them lead a normal life. As soon as there is a lack of coordination in any one of these characteristics it causes a disruption in leading a normal life. This is where the role of teachers becomes crucial in providing the individual with extra care so that they are able to cope up with the daily necessities of life. Using the term handicapped would not be the appropriate way of describing these individuals; instead the term disorder would be more appropriate. The following discussion explores the various avenues from a teacher’s perspective about how important the role of teachers is to these kinds of individuals. It also gives a logical structure of the related literature and evidences that covers the education perspective on SEBD. Different perspective of Social Emotional and Behavioural Disorder – Education SEBD has become an important area of concern within parents now a day. There are a wide range of difficulties that are often faced by parents who have children suffering from SEBD. The various problems that a child faces can range from being aggressive, displaying anti social behaviour, depression, anxiety to using substance and showing conduct problem. The problems associated with this disorder also depend upon the age group in which he/she belongs. There are evidences gathered by researches to indicate that the emotional and behavioural related problems appear in early childhood and extend to later stages like adolescence. This can lead to substance use as a result of which social and academy related problems may arise (Schubert Center for Child Studies, 2009). It has been found out that children may suffer from social, emotional and behavioural problems or form any of the three problems. However those suffering from all the three types of problem simultaneously are more vulnerable to risks than those suffering from any of the three disorders. The risks that the former are exposed to may be poor performance in academics, suicidal tendencies, substance use and sexual activities. As a result of these risks that the children are vulnerable to, they may have to face juvenile justice system (Schubert Center for Child Studies., 2009). Thus individuals suffering from SEBD are prone to face educational, social, health and medical difficulties. Examination of evidences Based on a survey conducted on children suffering from social emotional and behavioural disorder it was found out that 55% of the students suffered from expressive disorder, whereas 54% and 42% of them suffered from total and receptive disorder. It was also found out that around two third of the children had language disorder. Out of them about 50% of the children were meeting the criteria regarding services in the areas that included total, receptive and expressive language. On the other hand around 86% of them did not receive the any kind of language services. It has been found out that under achievement in academic areas, reading disabilities and loss of moral could be attributed to language disorder. However in general children who suffered from social emotional and behavioural disorder were poor in academic achievements, the problem related to language seemed to be a common one in all of them (Benner, 2005). Communication is a process which involves both speech and language. Speech on one hand helps us to communicate verbally in order to convey a message and language on the other is a socially accepted code that serves as a medium to communicate (Owen, 2001). Thus from the above description of communication, language disorder can be classified in to types. Receptive language disorder where in an individual has problems in listening and understanding a language, where as the other type is known as expressive language disorder where in the individual in unable to use a particular language. In US the number of individuals who receive special education due to SEBD is constantly growing. Presently there is around a 2% increase in the figures over the last year where as a 20% increase in the last ten years. It has been noticed that 50% of students with EBD dropped out of schools as a result poor employment levels (Benner, 2005). The problems regarding the SEBD individuals can be that of a lifetime. The matter of the fact that remains is that the core problem of these individuals is the speech, language and communication needs (SLCN) that they lack. This is a major drawback that these individuals face in the field of academics (Benner, 2005). Role of the professionals In a classroom some children are weak in interacting within their peers. The reason can be attributed to language or speech delay. Thus special attention should be given to them (Southern Illinois University Edwardsville, n.d). It has also been noticed that a large number of students with SEBD is included in classrooms that conduct general education. As a result of this it is important that the teachers have the adequate knowledge and expertises to deal with such students. Thus the teachers should implement the practices that are effective in educating these types of students. Some of the measures that can be taken are praising the students and increasing the opportunity for academic results, organising the classroom and providing training to the teachers. However it has been found out through research that these measures are not very effective and only few teachers actually implement these methods as a result of which there are high turnover rate among teacher who deals with students having SEBD. In order to overcome this, teachers can be provided with specific guidance on how to deal students with SEBD. This may decrease the stress on the teachers and also give a better opportunity for the students to be successful (Indiana University, 2006). Evaluation of theories and approaches to inter agency working with SEBD students According to Kramsch 2003, the contextual approach toward learning uses metaphors and narratives to communicate the message across to the students (p. 109-128). However Benson 2001, proposed that language learning can be approached in three ways, conception, belief and approach. According to his understanding learning is a process where in beliefs of the learner and the approach to learning occupies different levels. This approach is known as the contextual approach Another approach known as the metacognitive approach states that the learner’s belief can be stable and stated however it may be incorrect at times. Goy in 1997 conducted an investigation about the metacognitive approach where in the learners were told to maintain a listening diary where they could record the way they listened and reacted to a particular information. She found out that the learners were able to monitor their cognitive process and modify their learning process on their own. However the two theories consider the relationship between language, learning and emotions in practicality it is very difficult to implement in case of students suffering from SEBD. The approaches that can be taken while working with students having SLCN and SEBD are discussed below. They should be treated like individuals who deserve respect and considerations and should be encouraged. They should be rewarded more often that being given punishment so that they develop self esteem. This can provide positive reinforcement within them. As a teacher, one should be patient, sensitive and not expect immediate results from students suffering from SEBD. Treatment given to them should be consistent so that they feel a sense of belonging. Introducing breaks in between sessions in order to calm down any kind of disruptive behaviour. Make them understand that discipline is important without being harsh on them. The student’s communication capability should be judged and accordingly examples should be used to encourage them to behave like mature adults. A lot of equipments should be used that the students can visually see and handle. They should be given structured and simple instructions. Confidence must be shown over them and realistic goals provided which can be achieved. A structured behavioural program should be framed where in adequate learning facilities can be provided and activities can be structured in terms of time and expectations (West Virginia University, 2007). Conclusion Individuals suffering from social, emotional behavioural disorders need special attention due to their speech, language and communication needs. This essay give an inside preview about the different issues that these individuals face and how these challenges can be best overcome by adequate help from the teachers. Teachers need to put in a more cautious effort in dealing with these types of students in order to ensure their success. After all the teachers are the ones who are behind the success of every individuals. References Benson, P., 2001. Teaching and researching autonomy in language learning. Harlow: Pearson Education Limited. Benner, G.,2005. Language skills of Elementary – Aged Children with Emotional and Behavioral Disorder. University of Nebraska. [pdf] Available at: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1792&context=greatplainsresearch [Accessed 19 Aug 2005]. Goh, C., 1997. Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369. Indiana University., 2006. Educating Students with Emotional or Behavioral Disorders. Indiana University [Online] Available at: https://scholarworks.iu.edu/dspace/handle/2022/201 [Accessed 18 Aug 2005]. Kramsch, C., 2003. Metaphor and the subjective construction of beliefs. Beliefs about SLA: New research approaches. Dordrecht: Kluwer Academic Publishers. Southern Illinois University Edwardsville., No Date. Speech and Language Development. Southern Illinois University Edwardsville. [Online] Available at: http://www.siue.edu/earlychildhood/curriculum/speech.shtml [Accessed 18 Aug 2005]. Schubert Center for Child Studies., 2009. Effect on Emotional and Behavioral Problem from Early Childhood through Adolescence. Schubert Center for Child Studies. [pdf] Available at: http://www.case.edu/artsci/schubert/documents/connell_brief_final.pdf [Accessed 19 Aug 2005]. West Virginia University., 2007. STRATEGIES FOR TEACHING STUDENTS WITH BEHAVIORAL DISORDERS. West Virginia University. [Online] Available at: http://www.as.wvu.edu/~scidis/behavior.html [Accessed 19 Aug 2005]. Bibliographies Fogt, J., 2002. Class- Wide Curricular Modification to improve the Behaviour of Student with Emotional or Behavioural Disorders. Lehigh University. [pdf] Available at: http://www.lehigh.edu/~insch/assets/pdf/kern_bambara_%20fogt.pdf [Accessed 19 Aug 2005]. Gurian, A., No Date. Language and Communication - The First Five Years. NYU Child Study Center. [Online] Available at: http://rkserver.med.nyu.edu/articles/language_communication_first_five_years [Accessed 19 Aug 2005]. Kroese,B. S., Dagnan, D & Loumidis, K.,1997. Cognitive-behaviour therapy for people with learning disabilities. Routledge. Ripley, K & Barrett, J., 2008. Supporting Speech, Language & Communication Needs: Working with Students Aged 11 to 19. SAGE Publications Ltd. Read More