Classroom Adaption for Emotionally Disturbed Children
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Whether emotionally disturbed children are educated in special schools or are integrated into normal school populations, as the law now provides for, they often require certain adaptations of the normal classroom setting and procedures to function maximally and to prevent their sometimes uncontrollable behavior from affecting other students. Section 504 of the Rehabilitation Act of 1973 stipulates that these accommodations must be made to make education accessible to these students (U. S. Dept. of Education, 2002). These accommodations are necessary so maximize the studentÆs comfort in the school environment and to so help maximize their learning potential. One such simple accommodation is the rearrangement of the normal classroom seating plan to adapt to the special needs of these children. The research into this particular accommodation is scant, and no definitive studies are available, most likely because no two emotionally disturbed children are alike, and each one has special needs. Some children require isolation from the distractions around them, and this can be as simple as providing them with headphones (not attached to any input), or screening off their desk from those around them (UCHSC, 2003). The accommodations need to be tailored to the individual studentÆs needs. A study by Tobin and Martin (2001) was carried out to determine a practical approach to identifying students at risk for emotional and behavior disorders, and determine interventions which
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ed level of sensory stimulation from the environment from which they need to be shielded (UCHSC, 2003). They need to operate within clearly defined visual boundaries and have a high need for organization. Masking tape can be used by teachers to mark clearly the working space for each student, particularly when they are working in learning pods or in groups at a table. Masking tape can also be placed around a studentÆs desk to clearly define the boundaries within which he/she can move about so that they do not disturb other students. It may also be helpful to provide a quiet place where a child can retreat for a while to escape from the environment - a tent, pile of blankets, or a large cardboard box will suffice. They can spend quiet time here as a retreat from too much sensory input. They may also use headphones with no input to isolate them from distracting noise in the classroom.
Children with Attention Deficit-Hyperactivity Disorder (ADHD) often suffer exacerbations of learning, social and emotional disorders, and represent from three percent to five percent of the school-aged population in the United States (Brand, Dunn and Greb, 2002). Because of their hyperactivity and their lack of attention span, these students r
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Approximate Word count = 1322
Approximate Pages = 5 (250 words per page)
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