Emotional Disturbance Analysis

towards improving the educational outcomes for disabled students, especially those eligible under “Emotional Disturbance” (ED). Statistical analysis of disabled students protected under the Individuals with Disabilities Education Act (IDEA), demonstrate that most students at risk for EBD have significant academic deficits from the beginning of their school careers. Between 1961 and 2000, about 91% of studies examining the academic status of students with EBD found significant educational deficits. Those deficits are found on general achievement tests that broadly measure reading, writing, and math competence. Even when students with EBD perform at an academic level similar to that of students with learning disabilities, teachers rate the academic
Emotional Disturbance is among the categories that qualify students to receive special education services, but is often quite difficult to diagnose and involves a thorough examination of a child’s emotional and behavioral functioning. Assessment referrals for students who might potentially be diagnosed with emotional disturbance can come from anyone within the learning community or home environment. Teachers, parents, counselors, doctors, probation officers, school administrators, etc. are among the individuals who might propose that a student be assessed for Emotional Disturbance. There are numerous reasons why individuals would obtain an assessment in determining if a child has Emotional Disturbance. In a majority of cases, children are referred for assessment if there is a concern about the child displaying depression, anxiety, mood, or personality. However, there are unsuccessful cases in which children are referred for assessment based on a teacher’s inability to handle the child within the classroom setting. In other cases, parents might not wish to recognize additional underlying problems that could be the trigger for a child’s emotional or behavioral problems, such as family issues or household issues that could be small or large but can greatly affect the student’s growth emotionally. Once ED is understood and clearly defined, entire Individual
Commission on Excellence in Special Education (2002) stated that “post-school success is the ultimate indicator of school reform” (p. 45), this is challenging schools to ensure that students with disabilities are adequately equipped with the skills and supports needed for adult life. It is important to implement strategies that address the needs of the individual with Emotional Disturbance. Relative to peers without disabilities, students with ED experience elevated dropout rates, diminished rates of participation in postsecondary education, higher levels of un- employment and underemployment, lower rates of civic and community participation and higher rates of incarceration. These post-school outcomes serve as indicators that students with ED may have skill and performance deficits in academic, social, and behavioral domains that hinder their transition from school to adult life. The statistical trends that were researched are bothersome regarding students with ED. Students with ED receive education in a segregated environment away from their non-disabled peers, as an employee of Visalia Unified there is a school specific to those individuals who cannot attend general education classroom, ED students have the highest rates of suspensions and