emotional disability?

Question

Im in special ed for emotional disability. What the hell is that?
I dont have A.D.D. or A.D.H.D.

Answer 1

Ask to see the psychological assessment that was done. If you are old enough to ask the question, you are old enough to be told the correct answer.

An emotional disability might be chronic depression, oppositional defiant disorder, anxiety, bi-polar disorder, or schizophrenia--any condition that would interfere with you getting an education.

I strongly encourage you to speak to your teachers and to your parents about this. You deserve to know what you are receiving services for in special education

Answer 2

To put it in plain language, basically, your behavior is getting in the way of your learning. Of course, there's more to it, but this is a basic definition.

Think about it. Are you doing well in school? Do you have anger problems? Do you get in trouble a lot? Fights? Are you impulsive? Unpredictable? Explosive? What is your daily behavior like? Why?

The school had to do an evaluation before determining that you have an emotional disability, and they had to give that information to your parents. They may be willing to show it to you.

You can also check with your teaher, and definitely talk it over with your counselor or doctor if you have one. If you don't have a counselor, you might want to talk to your parents, teacher, or school guidance counselor about how to get one.

Answer 3

Even if you are mentally stable, you must be diagnosed with some sort of disability in order to receive special services (such as counseling) from the school district. This doesn't mean you have to ride the short bus to school. Use the label to your advantage. There are thousands of college scholorships especially for "students with disabilities."

Answer 4

Many students classified as ED are Bipolar or a combination of things. My son was classified as ED because of his anger issues as well as depression that affected how he performed in school.

Answer 5

hmmmmm sounds to me like someone is keeping the "whole story" from you....could be for your own good though hon.

the reason i say this is because i know for myself my daughter has some "emotional issues" and for example when i even mentioned her being tested for learning disorders she freaked and yelled at me and told me " i am not retarted! do'nt put me in special ed!! omg omg!" i mean like there is something wrong with special ed to begin with and all this other crap. the thing is i think she has some problems but it doesn't mean she is "retarded" but if i tell her she will think she is.....

i think it is great your in special ed and not throwing a fit about it.... :: sigh :: i wish you could talk to my daughter. whatever you have it must be affecting the way you are learning...so i would totally pressure mom or dad or teacher or counselor or all of them or whoever you can! but like i said as long as YOU CAN HANDLE THE TRUTH whatever it may be and if there is a truth to be known.

Answer 6

I have found that the educational system tends to make a habit of being quacks when it comes to diagnosing these things. It may mean often you are not easy to deal with or don't follow orders etc...its not a disability any more than their inability to accept diversity or wait for young people to unfold naturally.
In other words, I highly doubt, they know "what the hell is that" but have a name for it to make them feel smart.(low self esteem in the educational system (administration to teachers, about being smart is very common)

Answer 7

Join the club. It typically has to do with excesive emoitonal responses tothings, which inhibits normal socialization.

Answer 8

it's probably something simmilar to bipolar. i don't really know?

Answer 9

Definition of Emotional Disturbance
NICHEY Fact Sheet Number 5 (FS5),
National Information Center for Children and Youth with Disabilities

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DEFINITION OF EMOTIONAL DISTURBANCE

Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having a serious emotional disturbance, which is defined under the Individuals with Disabilities Education Act as follows:

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance--


(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors;

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

(C) Inappropriate types of behavior or feelings under normal circumstances;

(D) A general pervasive mood of unhappiness or depression; or

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(b)(9)]
As defined by the IDEA, serious emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance. [Code of Federal Regulation, Title 34, Section 300.7(b)(9)]

It is important to know that the Federal government is currently reviewing the way in which serious emotional disturbance is defined and that the definition may be revised.

INCIDENCE

For the 1998-99 school year, 463,172 children and youth with a serious emotional disturbance were provided services in the public schools (Twenty-Second Annual Report to Congress, U.S. Department of Education, 2000).

CHARACTERISTICS

The causes of emotional disturbance have not been adequately determined. Although various factors such as heredity, brain disorder, diet, stress, and family functioning have been suggested as possible causes, research has not shown any of these factors to be the direct cause of behavior problems. Some of the characteristics and behaviors seen in children who have emotional disturbances include:


Hyperactivity (short attention span, impulsiveness);

Aggression/self-injurious behavior (acting out, fighting);

Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).
Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings and are sometimes identified as children who have a severe psychosis or schizophrenia.

Many children who do not have emotional disturbances may display some of these same behaviors at various times during their development. However, when children have serious emotional disturbances, these behaviors continue over long periods of time. Their behavior thus signals that they are not coping with their environment or peers.

EDUCATIONAL IMPLICATIONS

The educational programs for students with a serious emotional disturbance need to include attention to mastering academics, developing social skills, and increasing self-awareness, self-esteem, and self-control. Career education (both academic and vocational programs) is also a major part of secondary education and should be a part of every adolescent's transition plan in his or her Individualized Education Program (IEP).

Behavior modification is one of the most widely used approaches to helping children with a serious emotional disturbance. However, there are many other techniques that are also successful and may be used in combination with behavior modification. Life Space Intervention and Conflict Resolution are two such techniques.

Students eligible for special education services under the category of serious emotional disturbance may have IEPs that include psychological or counseling services as a related service. This is an important related service which is available under the law and is to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

There is growing recognition that families, as well as their children, need support, respite care, intensive case management services, and multi-agency treatment plan. Many communities are working toward providing these wrap-around services, and there are a growing number of agencies and organizations actively involved in establishing support services in the community. Parent support groups are also important, and organizations such as the Federation of Families for Children's Mental Health and the National Alliance for the Mentally Ill (NAMI) have parent representatives and groups in every state. Both of these organizations are listed under the resource section of this fact sheet.

OTHER CONSIDERATIONS

Families of children with emotional disturbances may need help in understanding their children's condition and in learning how to work effectively with them. Help is available from psychiatrists, psychologists or other mental health professionals in public or private mental health settings. Children should be provided services based on their individual needs, and all persons who are involved with these children should be aware of the care they are receiving. It is important to coordinate all services between home, school, and therapeutic community with open communication.

RESOURCES

Adamec, C. (1996). How to live with a mentally ill person: A handbook of day-to-day strategies. New York, NY: John Wiley & Sons. (Telephone: [phone].)

Hatfield, A.B. (1991). Coping with mental illness in the family: A family guide (Rev. ed.) Arlington, VA: National Alliance for the Mentally Ill. [Product # 082. Telephone: [phone].]

Jordan, D. (1996). A guidebook for parents of children with emotional or behavior disorders. Minneapolis, MN: PACER Center. [Telephone: [phone].]

Jordan, D. (1995). Honorable intentions: A parent's guide to educational planning for children with emotional or behavioral disorders. Minneapolis, MN: PACER Center. [See telephone number above.]

Koplewicz, H.S. (1996). It's nobody's fault: New hope and help for difficult children. New York: Random House/Times Books. (Telephone: [phone].)

Wilen, T.E. (1998). Straight talk about psychiatric medications for kids. New York: Guilford. (Telephone: [phone].)


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Updated, January 2001
This fact sheet is made possible through Cooperative Agreement #H326N980002 between the Academy for Educational Development and the Office of Special Education Programs. The contents of this publication do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products or organizations imply endorsement by the U. S. Government.

This information is in the public domain unless otherwise indicated. Readers are encouraged to copy and share it, but please credit the National Information Center for Children and Youth with Disabilities (NICHCY).


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National Information Center for Children and Youth with Disabilities
P.O. Box 1492
Washington, DC 20013
1-800-695-0285 (Voice/TT)
E-mail: [e-mail]
Web site: http://www.nichcy.org/