Emotional, Behavioral, and Physical Disabilities
Samantha Towns
Grand Canyon University:
SPE 226
October 5, 2014

Introduction
Margaret Mead once quoted, “children must be taught how to think, not what to think” (Goodreads: Quotes about Education). In this assignment, it will be talking about children with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injury. It will go on to describe what can be done in order to help not only the child, but other students interact with the children who are having a hard time in the classroom. Not all disabilities relate to learning, as some disabilities go as far as behavior. Children are born with these disabilities, and help should be provided in order to ensure that the child is getting the same education as his/her other classmates. This article will go on to explain the different teaching strategies and the determination of the student and teacher in order to cope with disorders.
Teaching Strategies Furthermore, it is apparent that a person goes on to understand the effective teaching strategies for students with emotional and behavioral disorders. Some teaching strategies include: “behavior management, do not go into a power struggle with the student in need, try to stay focused on the subject at hand, display proper behavior in a learning environment” (Lecture Notes 7a). It is necessary that the teacher follows the guidelines set out in order to ensure they are giving the student the proper help possible. If the instructor continues to stay on task, the child would be more likely to stay focused and keep trying to reach an outcome to the problem. Students with emotional and behavioral disorders have complications in school. They cannot sit still like regular students, and the need for attention is higher than that of the other students. Like other students with disabilities, they require hands on treatment that goes beyond the classroom. In addition, it was stated that “Many students with emotional or behavioral disorders (EBD) display both learning and behavioral problems that make it difficult for teachers to provide effective instruction” (Sutherland, K., Lewis-Palmer, T., Stichter, J., & Morgan, P. (2008)). This is because while the “child has a short attention span, and behavior is something the child cannot control, the teacher grows impatient”. In physical and health impairments, some strategies are: deaf issues and wheel chair access. This makes it even harder for the teacher. The teacher must make appropriate accommodations for the student who cannot hear. Having a wheelchair makes it hard for the teacher to maneuver the child around, because of tight fits around campus and in the hall ways of the school, making it to a certain location is hard because the teacher must leave later or earlier than everyone. This is to ensure the safety of other students and keep the child with the disability safe. For “students with traumatic brain injury, the student needs more breaks, cannot pay attention for too long, and is in need of an IEP every thirty days” (Lecture Notes 7a). These are just some of the examples that make it hard on the teacher and should be taken into consideration by other students. No child should be denied of an education, even if adjustments are needed.
Student Support
However, in order to build up the self-esteem of the students with disabilities, an instructor needs to be comforting. The teacher needs to be able to listen, and keep pushing the kid to know that he/she can do anything that they put their mind to. The instructor needs to continue to be encouraging, and figure out different methods in which they could help the child better understand material. Let the child know that in order to be better, he/she has to behave and want to do well. Although it might take everything in the child to not misbehave, this must be a sacrifice that the child is willing to make in order to be placed with