Jerry is a young boy in 3

rd
grade. In regards to his academic ability,
Jerry is an average student. Despite Jerrys intellectual ability, he
rarely completes any homework and is often absent from class. Most
days he has some excuse for why he didnt or couldnt do his home-
work.
Jerry doesnt have many friends. He often gets in trouble for telling
unnecessary lies, and has difficulties relating with other students in
class. He regularly takes his peers pencils and erasers, claiming that
they are his, and recently he has started breaking them when con-
fronted. Jerrys teacher has expressed his concerns, and he and Jerrys
parents have agreed that it is
time for an evaluation.
Jerry
Volume 1, Issue 1
Emotional Disturbance and
Intellectual Disability
Jerrys Story 1
ED an Intro 1
Symptoms
and Causes
of ED
2
Teaching
with ED in
Mind
2
Rebeccas
Story
3
Intellectual
Disability
3
Supporting
Intellectual
Disability
4
Inside this
issue:
Business Name
10/30/2013
Some common early indicators of emotional disturbance (ED) include
hyperactivity, aggression and/or self-damaging behavior, anxiety, social
withdrawal, immaturity in relation to the individuals age and develop-
mental level, and learning difficulties. More severe cases may show these
same traits, only amplified
to an extreme level.
Clearly, these traits span a
very large spectrum of be-
haviors, and many chil-
dren exhibit a number of these at different times throughout childhood.
It is when these traits (not all, but at least one) are consistent in the
childs behavior for a long stretch of time, and interfere with school per-
formance and social relations that extra precautions should be taken.
Emotional Disturbance

Emotional disturbance, also referred to as mental illness covers multiple disorders. Anxiety disorder, bipolar disorder,
conduct disorder (presented in Jerrys vignette), eating disorder and psychotic disorder all fall under the label, and are the
most common emotional disturbances. Each disorder is characterized by different behaviors as can be seen below:
ing and isolation. Establishing a clear list of class rules and code of
conduct will decrease the likeliness of this occurring. Children with
emotional disturbances also have IEPs available to them so this
resource should be put to use. Parents are the expert on their child,
and the childs teacher is an instrumental figure in their life so both
parties should be a part of the IEP creation team. For teachers:
Instruction should be differentiated accordingly. This means that
you should develop lessons and strategies with this students unique
set of skills in mind. Lastly, it is important to be supportive and
remember that ED is only part of the child it is not their defining
trait.

As previously mentioned, the first step to properly car-
ing and teaching a student with an emotional distur-
bance is to learn more about his/her specific ED; doing
so, will make everything that follows easier, and more
beneficial. Secondly, as with all students, get to know
his/her strengths, weaknesses, interests, hobbies, and
learning style. The more you know, the more you can
cater to his/her specific needs. Teachers and parents
alike should set very clear expectations and routines, and
follow through! This includes general classroom rules,
punishments, and accountability. Often times students
with emotional disturbances are victim of teasing, bully-
Symptoms and Causes of ED
A direct cause of ED has yet to be discovered. It has been found that genes are a very influential
factor; a child whose family has a history of any ED is at a higher risk of developing one him/
herself. Additionally, there are many factors that aggravate existing emotional disturbances such as
peer group association, environmental factors, family relations, inconsistencies in discipline and ex-
pectations, and improper instruction strategies, but these are never the cause!
Teaching with ED in Mind
There are many
factors that
aggravate existing
emotional
disturbances...but
these are never the
cause.
Page 2 Emotional Disturbance and Intellectual Disability
Anxiety Disorders Bi-Polar Disorder Conduct Disorder Eating Disorder Psychotic Disorder
Characterized as feel-
ings of persistent, ex-
cessive and over-
whelming anxiety and
irrational fears.
Obsessive-Compulsive
Disorder (OCD), Panic
Disorder, Posttrau-
matic Stress Disorder
(PTSD), Social Anxiety
Disorder, and phobias
are all considered anxi-
ety disorders

Characterized by
dramatic mood
swings and shifts in
attitude in a up and
down fashion.
Changes in energy
level and behavior
tend to coincide with
the mood swings.
Individuals with con-
duct disorder tend to
struggle with follow-
ing rules, and behave
in socially unaccept-
able ways; aggression,
withdrawal, deceitful-
ness, and lying.
Feeling extreme dis-
tress over body im-
age. Eating in ex-
tremes; either too
much or too less, not
often enough or
binge eating. Com-
mon disorders are
bulimia and anorexia.
Another umbrella
term: This disorder is
characterized by sur-
real modes of think-
ing. Typical charac-
teristics are hallucina-
tions and delusionary
thoughts.
Rebecca is a 12 year old girl.
When Rebecca wakes up each
morning, her father helps her into
her clothes. Her backpack is
packed for her, she is bathed, fed
breakfast, and is shuttled to the
school. At school, she receives spe-
cial education. Academically
speaking, Rebecca is about two
grade levels behind her peers. Her
tested IQ measures roughly 73.
She has few friends and is still
growing accustomed to the schools
rule system and has a one to one
aide .
Rebecca has a cognitive disability, more commonly known as an intellectual disability. In the
past, this disability has been referred to as mental retardation. This term is universally dis-
couraged, as it has taken on a meaning of degradation. Early signs of an intellectual disability
include developmental delays such as learning to walk, sit, crawl and talk. Other symptoms that
may appear later include not knowing how to pay for things, memory struggles, difficulties un-
derstanding and adhering to social rules, and difficulties thinking logically.
In order to be diagnosed with an intellectual disability, symptoms must be present prior to the
age of 18. Two elements are weighed when diagnosing an individual with intellectual disability;
IQ, or intellectual functioning, and adaptive behavior. A persons IQ is determined through an
IQ test, and it provides a measurement of intellectual abilities. Average IQ is roughly 100, and
a score between 70 and 75 is an indicator of an intellectual disability. However, a single test is
not enough. In addition to an IQ test, adaptive behavior is measured. Adaptive behavior can
be described as daily living skills. Things such as getting dressed, feeding oneself, and bathing
would be considered adaptive behavior. Communication and social skills are also elements of
adaptive behavior. If an individuals adaptive behavior is observed to be lacking in comparison
of the childs peers, then a diagnosis can be made.
Rebecca
an intellectual disability. Anything that affects
the brains ability to develop can inadvertently
lead to some type of intellectual disability, so
health management and prenatal care are great methods of prevention. It may seem as
though it is terrifyingly easy to develop an intellectual disability. However, it is esti-
mated that only 2-3% of the countrys population meets criteria for an intellectual
disability.
Because intellectual disabilities are not disorders, there is no cure or treatment. In-
stead, support systems are available. Individualized support plans (ISPs) are available
for school aged children and adults which address the intellectual and adaptive func-
tioning needs of the individual. Employment accommodations and supports exist to
permit people with ID to fulfill meaningful jobs. And most importantly, is family
support, which plays a pivotal role for any person with any type of disability.
Not every person with an intellectual dis-
ability (ID) is the same. Some people will
exhibit certain symptoms, while others will
not. In addition, the severity of the disabil-
ity will vary. However, an intellectual dis-
ability is defined as limited mental capac-
ity which withholds the development of
certain mental abilities. Intellectual disabil-
ity is not a disorder or illness. There are
many causes for it, and unfortunately there
is no cure, but that is not to say that stu-
dents with intellectual disabilities cant be
successful and accomplished.
One of the most common causes of intel-
lectual disability, is genetics. Abnormalities
can be passed down through generations,
and genes can be mismatched in the indi-
vidual, leading to an intellectual disability
such as Downs Syndrome. Prenatal issues
can also lead to an intellectual disability.
Alcohol consumption and tobacco use
while pregnant can cause problems while
the baby develops. Other possibilities in-
clude pregnancy infections and oxygen de-
pletion during birth. Head and brain inju-
ries, as well as other sicknesses can lead to
Understanding Intellectual Disability
Page 3 Volume 1, Issue 1
Only 2-3% of the countries
population meets criteria for
an Intellectual Disability
diagnosis.
Family support is a crucial point in anyones education, but especially
for an individual with an intellectual disability. For teachers, some
important things to remember are inclusion, IEP/ISP, support, and
differentiation. By law, students with intellectual disabilities are enti-
tled to inclusion in the general education classroom. Aside from this,
it is beneficial for the student as it permits socialization and provides a
more authentic educational experience. Secondly, teachers should
take part in and follow the students IEP and ISP. These are designed
with the specific intention of furthering the individuals education!
Support is necessary specifically in regards to the students adaptive
functioning. Providing the child with necessary assistance with certain
skills, or planning for this students limited adaptive functioning will
promote smoother transitions and more readily available learning op-
portunity. Last, is the crown jewel; differentiation. A student with ID
will need a very customized approach to instruction. Break large tasks
into smaller, more manageable bits and present them in step by step
fashion. Provide very clear feedback immediately, clearly, and consis-
tently. Show what you want while you explain what you want the stu-
dent to do; you want to provide as many forms of instruction as pos-
sible! This means including lots of visuals as reference points. Lastly,
collaborate with the parents and special education aides. They will be
able to provide additional teaching pointers that will likely be unique
to your student. A final consideration for both parents and teachers is
transition planning. Transition planning should be a cooperative
effort between the school and parents, in which they prepare the stu-
dent to transition to the real world. The sooner this preparation
and planning begins the better.

Support! Support! Support!
NICHCY. (2013). Learning Disabilities (LD). Retrieved October 27, 2013, from National Dissemination Center for Chil-
dren with Disabilities: http://nichcy.org/disability/specific/ld

Scruggs, T. E., & Mastropieri, M. A. (2013). Emotional Disturbance. Retrieved 10 28, 2013, from Education.com:
http://www.education.com/reference/article/emotional-disturbance/

Reynolds, T., Zupanick, C. E., & Dombeck, M. (2013, May 21). Intellectual Disabilities. Retrieved October 27, 2013,
from MentalHelp.net: http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10371&cn=208
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