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What is Emotional Disturbance

Chapter 13
Cases on Service Delivery in Special Education Programs
A type of disability that presents itself with inappropriate behavior.
Published in Chapter:
Case Study Analysis of a Junior/High School Service Delivery Model
Copyright: © 2019 |Pages: 8
DOI: 10.4018/978-1-5225-8069-0.ch013
Abstract
This chapter presents a case study analysis of a junior/high school service delivery model that services identified students with a variety of disability categories under the Individuals with Disabilities Education Act. This model is unique because it is rare for a school to have such a variety of different placement options for students with exceptionalities. Typically, school districts have several options, but not to the extent presented here. This chapter explains the different support options within the service delivery model. The chapter concludes with a discussion about future trends for service delivery models.
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Chapter 13
Open Access Resources to Improve Bilingual Teacher Training for Students With Disabilities
This U.S. term is used to refer to psychologically-based problems that impede learning. Although it is a part of the legal special education code, it is rarely used and a common alternative in the U.S. is to use the acronym (ED) or emotional disability. Typical problems that fit into this category are students who appear unmotivated, chronically disengaged, angry, inattentive, or chronically absent from school or class. These behaviors may manifest externally or internally, and it has been proposed that anxiety and depression are among the most common underlying causes, although not necessarily the only causes.
Published in Chapter: Open Access Resources to Improve Bilingual Teacher Training for Students With Disabilities; From: Inclusive Education in Bilingual and Plurilingual Programs
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Chapter 8
Redesigning Deficit-Laden Assessments for Neurodivergent Students
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression, a tendency to develop physical symptoms or fears associated with personal or school problems.
Published in Chapter: Redesigning Deficit-Laden Assessments for Neurodivergent Students; From: Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
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