Article on Emotional and Behavior Disabilities

Solar, E. (2011). Prove them wrong: Be there for secondary students with an emotional or                       behavioral disability. TEACHING Exceptional Children, 44(1), 40-45.

            This article gives strategies for regular education teachers in addressing the needs of students with emotional or behavior disabilities (EBD).  The author stresses that active listening is the key for educators to assist with the needs of these children by looking relaxed, showing interest through body language, allowing the student to speak, being open-minded, asking questions, observing the child’s body language, summarizing the student’s message for clarification, and using positive reinforcement.  Teachers can offer advice in the following ways: allowing the student to write or draw his or her feelings, checking in with the student, asking for the best way to interact with the student, providing a safe and relaxing environment, helping manage stress, and reinforcing the student’s choices. The author also suggests creating a safe environment through the physical layout and decorations of the classroom to promote collaboration and relaxation.  Some suggestions include maximizing natural sunlight, grouping desks in clusters, and displaying the teacher’s own accomplishments and family pictures.

            The author uses the same description as the book for classification of students into the EBD category of special education as created by the IDEA.  The author also points out that teachers should work to promote the student’s self efficacy, which corresponds with the book’s reference to students with EBD having significantly high drop-out and unemployment rates.  By building up the child’s self confidence, a teacher can help him or her succeed in the real world.  I found that many of the strategies given were ones that I already used in the classroom for students whether or not they have a disability.  Teenagers, especially, want to know “why” and “how,” and I feel that many educators dismiss these questions and reply to them with authoritarian demeanors.  Students are inquisitive, especially ones with EBD, and I feel that giving them the rationale behind many of the classroom and school activities makes them more willing to participate and accept them.  This was apparent last week in my classroom when a student with an emotional disability asked for the reason behind the evacuation drill.  I made sure to explain that it is practice in case of an emergency, and that it is good for us all to be prepared.  I hope that my explanation alleviated some of the stress involved in the process for her. 

            I like how the article does not try to sugar coat the disability.  It gives real life examples of the trauma that the students with an emotional or behavior disability have experienced with real life approaches for establishing a relationship with them as a teacher.  It brought up the point that some students with EBD have endured life experiences well beyond their age.  On a positive note, these experiences actually give them more wisdom that an average high school student.  I think that is a very useful tool to incorporate in the classroom by allowing the student to act as a leader and give his or her perspectives on different ideas.  In addition, I think that the most useful piece is to never give up on a student with EBD, because an educator can make a big impact on their students’ goals.