Historical Factors Legal basis of EBD .pdf

SNE1106 EBD – HISTORY, ISSUES & LEGAL BASES  Brief History of EBD history of special education – intertwined with psychology & psychiatry 19th century – treatment of the “insane” & “idiots” – believed the cause of EBD was the environment – child rearing, overprotect...

SNE1106 EBD – HISTORY, ISSUES & LEGAL BASES  Brief History of EBD history of special education – intertwined with psychology & psychiatry 19th century – treatment of the “insane” & “idiots” – believed the cause of EBD was the environment – child rearing, overprotection, overindulgence, inconsistent discipline – so treatment focused on proper sensory stimulation, discipline, instruction – mistreatment – cruel discipline, forced labor & other inhumanities (1800s) – placed in reform schools, hospitals or asylums  EARLY 20TH CENTURY – ESTABLISHMENT OF INTERVENTION PROGRAMS 1ST TEACHER TRAINING PROGRAM BEGAN IN MICHIGAN – 1914 EDUCATIONAL & PSYCHOLOGICAL TESTING WAS BECOMING WIDELY USED EMERGENCE OF SCHOOL PSYCHOLOGY, GUIDANCE & COUNSELING CHILD PSYCHIATRY BECAME A NEW DISCIPLINE PROGRAMS FOR STUDENTS WITH EBD WERE RARE – MOSTLY FOR ACTING-OUT & DELINQUENT CHILDREN & YOUTH BRADLEY HOME – 1ST PSYCHIATRIC HOSPITAL WAS ESTABLISHED IN RHODE ISLAND IN 1931.. Mid- to Late- 20th Century: Elaboration of Education Programs – educ. of students with EBD became a field of specialization – 1st book on EBD was published in the 1950s – conceptual models were developed – recommended that SPED teachers address the supposed underlying psychological disturbances or unconscious motivations of behavior – 1960s & 1970s – increase in interest to educate children with severe EBD – behavior modification or applied behavior analysis or ABA – most widely used intervention at this time – 1990s – full inclusion movement Inclusion  Issues of the 21st Century special educ. has perpetual issues – who should be served? how should they be served? where should they be served? I. Early identification & prevention usual response of educators & parents to 1st signs of maladaptive behavior – wait & see approach – wait until the emotional or behavioral problems fester & become serious or dangerous early signs of EBD can be detected through careful observation or use of reliable screening instrument definition & identification of EBD need improvement most individuals with EBD – these begin in early childhood or early adolescence – but treatment is usually after years of delay. poverty, abuse, neglect, harsh & inconsistent discipline, variety of factors related to family, neighborhood, school & societal conditions – contributory factors early intervention is necessary to: catch problems when the child is young catch the early stages of misbehavior regardless of the person’s age. warning signs are often ignored Will schools take prevention action? education of anti-social, delinquent & violent behavior à youth violence , violent crime comprehensive, collaborative, community-based services – integration of a variety of services, have multiple social service programs (i.e. special educ. child protective services, child welfare, foster care) Think-Pair-Share: Issue / Food for Thought: When is antisocial, violent behavior legitimately declared a disability, & when should it be considered criminal or delinquent behavior for which special educ. is inappropriate? What level of anti-social & violent behavior can be tolerated in general educ. classroom? (Should they be removed from gen. educ. classrooms?) If students cross the line of what’s tolerable in a classroom or school, then where & how should their educ. be continued? What are legitimate means of controlling antisocial & violent behavior? How can schools best function as part of a larger community effort to lessen antisocial & violent behavior? II. Focus on academic & social skills effective instruction – 1st line of defense in behavior management (mgt.) – look into the antecedents of behavior instructional approach to behavioral problems – teach both academics & appropriate social behavior III. Functional Behavioral Assessment (FBA) in FBA, the teacher determines what specific purposes or goals the student’s behavior may have à so you teach the student to achieve the same goal but with different & more acceptable behavior why does the student misbehave? frustration, boredom or overstimulation? FBA identifies the function of the behavior – the role it plays in the student’s life – need extensive assessment  IV. Placement options (LRE) controversial – Should students with EBD be placed in gen. educ. classes? concept of inclusion / full inclusion placement options for students with EBD: regular classroom with supports (aides, counseling, psychological or psychiatric treatment) crisis or resource teachers in regular schools (with consultation & collaboration w/ regular classroom teachers & students). self-contained special classes in regular schools (may include part-time attendance in regular class) special day schools day treatment or partial hospitalization programs residential treatment centers & inpatient hospitals – send some students home on weekends homebound instruction – teachers instruct students in their homes schools in juvenile detention centers & prisons Juvenile Detention Facilities – U.S.A. JUVENILE DETENTION CENTER - PHILIPPINES. V. Transition to work or further educ. part of IDEA controversial issue: what are the curricular & placement options available for students with EBD  LEGAL DEVELOPMENTS AND ISSUES.  in the U.S. Education for all Handicapped Children Act of 1975 – law required all SSN to receive a free & appropriate public education child find – states must make efforts to screen for & identify CSN. Individuals with Disabilities Education Act of 1990 (IDEA) – changed terminology – from handicapped to disabilities increased focus on transition – for students with EBD, problems in transition include: social difficulties, involvement with the juvenile & adult justice systems, need for further employment training, assistance in finding & maintaining independent housing, also high school dropout rates are high.Individuals with Disabilities Education Act Amendments of 1997 (IDEAA) – some modifications schools should proactively develop a Behavior Intervention Plan (BIP) for any student with a behavior problem – to include positive behavior plan strategies based on an FBA. Individuals with Disabilities Education Improvement Act of 2004 (IDEIA or IDEA 2004) – changes included in the process of writing the IEP – for students with EBD – change had to do with discipline – schools can discipline SSN in the same ways that students without disabilities are disciplined – enhanced schools’ ability to use an interim alternative educational setting (IAES) for disciplinary reasons – a separate special school or separate arrangement – must provide students with the services & modifications written in their IEPs – serious bodily injury to another person – justification for move to an alternative placement REFERENCES: KAUFFMAN, J. & LANDRUM, T. (2018). CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS OF CHILDREN AND YOUTH. 11TH ED. NEW YORK, NY: PEARSON. PIERANGELO, R. & GIULIANI, G. (2008). CLASSROOM MANAGEMENT FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS: A STEP-BY-STEP GUIDE FOR EDUCATORS. THOUSAND OAKS, CA: SAGE PUBLICATIONS..