Emotional Behavioral Disorder

     This semester I have the opportunity to be a part of the Emotional Support classroom at Highland Elementary School in Ephrata. When reflecting on the chapter, I could easily relate the material discussed in class to my experiences over the past few weeks at placement. I enjoy being able to make these connections and become more knowledgeable about my students to support them in the most beneficial, effective manner.
     In Mr. Carver's classroom, there are seven adults including myself and nine students. Therefore, there is almost an adult to each student. Although this can sometimes become overwhelming and a challenge, the amount of adults in the classroom is important in the academic and social development of the students. Each adult carries a clipboard in the classroom that has a chart for each individual student to be filled out throughout the day. There are three students who have a TSS that is filling out these papers along with others throughout the student's school day. These charts are to monitor the student's behavior and actions in different settings throughout the day. The chart also states the goal the student has chosen for the day. The actions and behaviors that they exhibit throughout the day reflect the student's achievement or not of that specific goal. These observations are considered to be direct data on the student. However, indirect data is also extremely important to support the student.
    Therefore, Mr. Carver and the other professionals in the classroom are in constant contact with the students' parents and families. Each student's chart is sent home with them at the end of the day for parents and families to review and see their child's behavior during the school day. They also make phone calls of problem behaviors that are persistent and continue to occur for a long time frame. Parents and families communicate to Mr. Carver the behaviors they are seeing at home, switch of medication, and other concerns that they wish to express. They communicate about behavior strategies and expectations for the student as well. This is important to remember because no two students are the same. What triggers the behavior of one may be completely opposite of what triggers another students behavior, as well as, each student's problem behavior is different.
      As a future educator it is important for me to make sure that my students are receiving the supports that they need. I must have an understanding for each of my students and respectful of the fact that they are not the same. I must learn what makes the student's behavior occur and how to prevent the trigger from occurring. I must also learn how to interact with the student to calm him or her down. It is also important to pay attention to internalized behaviors because they easily can be misunderstood or overlooked. I learned that collection of data and conducting a behavioral intervention plan must occur to benefit my students. More importantly, I will look at a student's behavior as a sign of communication, rather than an annoyance or acting out.

Considerations for Learning Disabilities

Throughout the creation of my Wordle, I focused on words and phrases used to characterize students with learning disabilities. My Wordle also expresses false characterizations of students with learning disabilities. I reflected on the information shared in FAT City, class discussions and readings, as well as, hands-on experiences and interactions with students in my field placements. These opportunities have provided me with information that will allow me to help my students and provide them with the most meaningful and effective instruction.  It has also given me resources and strategies to support my students and their learning.