Programs serving students with serious emotional disorders provide a continuum of educational opportunities from pre-school instruction through graduation emphasizing the development of positive emotional health in coordination with academic progress. Teachers of emotionally disturbed students integrate activities designed to enhance emotional development and build self-esteem with lessons in core instructional areas. School psychologists provide support services for the ED programs, including evaluation, counseling with students and consultation with school personnel and parents. The ED Department unites the professionals serving ED students, providing opportunities to share techniques, participate in professional development activities, and maintain current knowledge of laws and district procedures affecting special education.
Academic instruction following the PASS objectives established for all students in core areas is provided in the ED classes. ED students also receive intensive instruction in self-management, tolerance, self-reflection, social skills development and tools for developing positive mental health. Alternative management techniques such as points systems, daily notes sent home, tangible rewards, etc., are frequently used to reinforce displays of appropriate behavior and social judgement.
ED students are provided daily opportunities to practice social skills and self-responsibility in smaller group settings. Direct instruction is provided to teach social skills, effective communication, coping techniques, etc. The program emphasizes the modeling of appropriate behaviors and opportunities to evaluate the consequences of one’s action. The ultimate goals of the ED program include minimizing emotional conditions affecting the students’ self-worth, maximizing self-responsibility, and the provision of opportunities to successfully return to the regular school environment while maintaining compliance with school rules.
Therapy Services for ED Students
The school psychologists assigned to buildings with ED programs coordinate with the ED teachers in designing therapeutic programs that meets the needs of the students served at each site. Although some activities and topics for therapy sessions may be established based on components of healthy emotional development, therapy sessions must remain fluid to allow the psychologist to be responsive to student needs, status and current circumstances/events. Issues addressed in therapy may include self-awareness, social interaction, effective communication, flexibility, and social tolerance. Individual issues will be addressed in a manner that enhances emotional growth. Therapy is designed to foster emotional stability. Guided opportunities may be provided to prepare students for and/or engage in application of personal and social skills needed for effective integration within the school and community environment. Therapy differs from Affective Education. Affective Education addresses more of the cognitive aspect of behavior/emotional development by teaching the basic components of various personal and social skills.
Most ED students will receive group or individual therapy services provided by a school psychologist. Therapy may not be appropriate for every student. The needs of each ED student will be reviewed by the school psychologist and ED teacher regarding possible participation in individual/group therapy sessions and a recommendation will be made to the IEP team. The IEP team, including the parent and student when age appropriate, will specify the type and amount of therapy services to be provided by the school psychologist. Students on monitor/consult IEPs in preparation for dismissal and some students receiving private therapy may only need support from the school psychologist on a periodic basis. Support may include consultation with the ED teacher, opportunities for the student to visit with the psychologist at student request, and/or occasional informal contact between the psychologist and student. Services to be provided by the school psychologist will be identified in each student’s IEP.
If a student receives therapy, the parameters of the services will be outlined in the student’s IEP. Achievement of therapy goals will be related to the attendance and participation of the student in therapy sessions. Emotional growth will be evidenced by the student’s disciplinary records and progress on behavioral and academic objectives specified in the student’s IEP.