Supporting Students with Emotional Disturbance: Strategic Resource Handbook
Emotional Disturbance negatively affects educational, social, and employment outcomes. The purpose of this project is to offer the needed supports and education for general education teachers to implement inclusion successfully, meet the unique learning needs of students with Emotional Disturbance, and positively influence social and academic outcomes. The research questions presented include 1) How can general education teachers be better supported to positively affect learning and outcomes for students with Emotional Disturbance in an inclusive setting? 2) What do general education teachers need to better support students with Emotional Disturbance in an inclusive setting? Currently, students with Emotional Disturbance experience more negative outcomes than other students with and without disabilities. This project was designed to introduce various supports to meet the needs of students with Emotional Disturbance. The instructional and behavioral interventions offer the needed assistance to teachers working with students with Emotional Disturbance, increasing students’ potential for positive outcomes. Research illustrates the need for additional resources for teachers working with students with and without Emotional Disturbance, and the consequences for not offering this additional support, such as increased dropout rates, relationship difficulties, and increased unemployment. Further research will help provide adequate support for students with Emotional Disturbance. Improving assistance teachers receive increases the supports students receive and their overall positive outcomes in inclusion settings. Offering these supports can create more effective educational settings and increases the overall positive outcomes for students with Emotional Disturbance. Keywords: Emotional Disturbance, inclusion, instructional, strategies, behavioral, interventions.