ASSESSMENT 2 PREFINAL

PART I- Students with Emotional and Behavioral Disorders

 What are the common characteristics of students with emotional and
behavioral disorders?

 How can teachers identify students who may be struggling with emotional and
behavioral issues?

 What are some effective strategies for managing challenging behaviors?

Hearing Impairment
 What are the different types of hearing loss?

 How can teachers support students with hearing impairments in the

classroom?

 What are some assistive technology devices that can benefit students with
hearing impairments?

Visual Impairment
 What are the different types of visual impairments?

 How can teachers adapt instructional materials and activities for students with
visual impairments?

 What are some assistive technology devices that can benefit students with
visual impairments?

Behavior Management, Support, and Mental Health

 What are the key principles of positive behavior management?

 How can teachers create a positive and supportive classroom environment?

 What are the common signs of mental health issues in students?

Identifying and Understanding Behavioral and Mental Health Issues

 What are the common risk factors for developing behavioral and mental health
issues?

 How can teachers collaborate with school counselors and other professionals
to support students with mental health needs?

 What are some evidence-based interventions for addressing behavioral and

mental health issues?
ASSESSMENT 2 PREFINAL

Speech and Language Disorders

 What are the different types of speech and language disorders?

 How can teachers identify students with speech and language disorders?

 What are some strategies for supporting students with speech and language
disorders in the classroom?

Developmental Coordination Disorder

 What are the characteristics of developmental coordination disorder?

 How can teachers adapt physical education activities for students with
developmental coordination disorder?

 What are some strategies for promoting physical activity and motor skill
development for students with developmental coordination disorder?

PART I
1. Students with emotional and behavioral disorders exhibit a wide range of
characteristics. This has important implications for educators and clinicians, who must
be aware of characteristics that typically go unnoticed, such as social withdrawal. Most
of these characteristics fall into the following categories.

Externalizing characteristics of emotional and behavioral disorders are those that can
be observed and that directly affect others. For example, individuals may exhibit irritable
mood, aggression, defiance, destruction of property, deceitfulness, and vindictiveness.

Internalizing characteristics of emotional and behavioral disorders are often not directly
observable or do not directly affect others. For example, anxiety and social withdrawal
are not always visible to external observers. In addition, students with obsessive–
compulsive disorders may experience recurrent unwanted thoughts and repetitive
behaviors (e.g., hair pulling).

Intellectual Characteristics
The IDEA definition of emotional disturbance includes “an inability to learn that cannot
be explained by intellectual, sensory, or health factors.” This statement implies that
students with emotional and behavioral disorders should demonstrate average levels of
intelligence. However, research indicates that these students typically score in the low-
to-average range of intelligence.

2. Teachers can observed and ask themselves about the child if he/she has:

 An inability to learn which cannot be explained by intellectual, sensory or

other health factors
ASSESSMENT 2 PREFINAL

 An inability to build or maintain satisfactory relationships with peers and

teachers
 Inappropriate feelings or behaviors under normal circumstances
 General pervasive mood of unhappiness or depression
 Tendency to develop physical symptoms or fears associated with personal or
school problems

3. It is important to understand their underlying causes. Challenging behaviors can stem

from various factors, including communication difficulties, emotional distress, lack of
social skills, or environmental factors.
 Creating a positive classroom environment is a foundational step in managing
challenging behaviors. A supportive and nurturing atmosphere fosters a sense of
belonging and security for children. Educators can achieve this by setting clear
expectations, establishing consistent routines, and promoting positive social
interactions.
 Building strong relationships with each child in the classroom is vital for
understanding their needs and effectively addressing challenging behaviors.
 Implementing behavior management strategies is a key component of addressing
challenging behaviors.
 By maintaining open lines of communication, educators can gain valuable insights
from families about a child’s behavior patterns, triggers, and successful strategies
used at home.
 Participating in professional development opportunities, attending workshops, and
networking with colleagues can enhance educators’ knowledge and skills in
managing challenging behaviors effectively.

HEARING IMPAIRMENT
1.
 Sensorineural loss is the most common type of hearing loss. It can be a result of
aging, exposure to loud noise, injury, disease, certain drugs or an inherited
condition.
 Conductive loss occurs in the outer or middle ear where sound waves are not able
to carry all the way through to the inner ear. Sound may be blocked by earwax or a
foreign object located in the ear canal; the middle ear space may be impacted with
fluid, infection or a bone abnormality; or the eardrum may have been injured.
 Sometimes people can have a combination of both sensorineural and conductive
hearing loss. They may have a sensorineural hearing loss and then develop a
conductive component in addition.

2.
 Obtain the student’s attention before speaking. A tap on the shoulder, a wave or
another visual signal is usually effective.
 Clue the individual who is hearing impaired into the topic of discussion.
 Speak slowly and clearly; but do not yell, exaggerate, or over pronounce.
 Look directly at the student when speaking.
 Do not place anything in your mouth when speaking.
ASSESSMENT 2 PREFINAL

 Avoid standing in front of a light source such as a window or bright light.

3.
 Assistive listening devices (ALDs) help amplify the sounds you want to hear,
especially where there’s a lot of background noise. ALDs can be used with a
hearing aid or cochlear implant to help a wearer hear certain sounds better.
 Augmentative and alternative communication (AAC) devices help people with
communication disorders to express themselves. These devices can range from a
simple picture board to a computer program that synthesizes speech from text.
 Alerting devices connect to a doorbell, telephone, or alarm that emits a loud sound
or blinking light to let someone with hearing loss know that an event is taking place.

VISUAL IMPAIRMENT
1. Low visual acuity is defined as having a visual acuity of 20/70 and 20/400, blindness
as having visual acuity worse than 20/400, and legal blindness is legally defined as
having a visual acuity of 20/200 or less.

2.
 use a photocopier to make enlargements of handouts and worksheets, or you can
create worksheets using a larger font.
 using spacing to make the words on the paper easier to identify.
 clearly explain all visual materials.
 always give oral instructions for every assignment and activity.
 replace visual cues with audio cues.
 incorporate tactile learning experiences whenever possible.
 always address students by their name when you call on them to answer or ask
questions.

3. Inclusive Technology: Blind and Vision Impaired

 Screen Readers.
 Camera Scanners, OCR and text -to-speech.
 Smartphone text detection - OCR - text-to-speech apps.
 Daisy Player.
 Braille displays and notetakers.
 Screen magnification.
 Graphing and Maths Technology.

Behavior Management, Support, and Mental Health

1.
 Reinforcement is a key principle of behavior
 The reinforcement should be specific, immediate, and match the level of effort
required from the student
 By responding to student behavior in a clear, consistent, and timely manner,
teachers can make explicit and predictable connections between student behavior
and teacher responses.
ASSESSMENT 2 PREFINAL

 Effective teachers focus on promoting desired classroom behaviors rather than

reacting to disruptive or undesired behaviors as they occur.

2. An educator can create this type of environment by presenting clear classroom

expectations, providing opportunities to improve social skills, building relationships
with their students and offering relevant content.

3. Warning signs that a child may have a mental health disorder include:
 Sadness that lasts two or more weeks.
 Changes in being social or staying away from others.
 Hurting oneself or talking about hurting oneself.
 Talking about death or suicide.
 Having outbursts or being very moody or testy.
 Out-of-control behavior that can be harmful.
 Big changes in mood, behavior or personality.
 Changes in eating habits.
 Loss of weight.
 Trouble sleeping.
 Getting headaches or stomachaches often.
 Trouble concentrating.
 Doing poorly in school.
 Not going to school.

Identifying and Understanding Behavioral and Mental Health Issues

1. Risks can manifest themselves at all stages of life, but those that occur during
developmentally sensitive periods, especially early childhood, are particularly
detrimental. For example, harsh parenting and physical punishment is known to
undermine child health and bullying is a leading risk factor for mental health
conditions.

2.
 Regular communication helps create a comprehensive support system for
students' overall wellbeing.
 to promote the success of every student, collaborations between teachers and
school counselors is imperative.
 Teachers and counselors should have clear roles and boundaries, and understand
each other's responsibilities.
 Teachers should stay informed about mental health resources and support
services in their school or community.
 Teachers and school-employed professionals should learn about the roles and
responsibilities of community partners.

3.
 Psychotherapies
 Mindfulness-based cognitive therapy
 Social skills training
 ASSESSMENT 2 PREFINAL

 Family therapy
 Peer support

PART II- SELF-BASED REFLECTIVE LEARNING

I learned that there are many risk factors for a child to have a mental health issues yet
communication is the common way to combat it. Without establishing some bridge to
connect to an individual, he/she becomes lost in his/her issue. As a teacher, it is
important to know early warning signs of mental health disturbances, so that early
intervention can be applied. Preemptive avoidance of the worst case scenario can
always help the child.

PART III – Illustrate System of Referral for Psychometrician, Psychologist, Psychiatrist,

Counselor, OT, ABA Therapist, Behavioral Manager, SEN Teacher, SEND Coordinator,
Principal, Parents.

SEN
PARENTS
SEND
PRINCIPAL
TEACHER COORDINATOR

COUNSELOR,
OCCUPATIONAL
PYSCHOMET THERAPIST, ABA
PSYCHOLOGIST
PYSCHIATRIST RICIAN THERAPIST,
BEHAVIORAL
MANAGER
ASSESSMENT 2 PREFINAL