EMOTIONALLY DISTURBED

CHILDREN:
ROLE OF THE TEACHER IN
HELPING THESE CHILDREN
WITH SPECIAL NEEDS
M.F.NAVARANI
14MD31

INTRODUCTION
Emotionally disturbed children are special
children. Emotionally disturbed children may
be either of mild and moderate type or of
severe type. Teachers in regular schools are
expected to manage the mildly and moderately
disturbed children in their classrooms.
Teachers and peers are in better position to
observe the behavior of the disturbed.

Conti
Hence, it is important for teachers to be
familiar with the behavioural and
psychological characteristics of mildly and
moderately disturbed children to provide
guidance.

DEFINITION
Emotionally disturbed child is a child who has
emotional problems that are serious enough to
adversely affect his relationship to some
aspects of his environment. This includes his
self concept and his interaction with his
family, peers, school situation or community
life Harold D. Love

CAUSES OF
BEHAVIOR

THE

EMOTIONALLY

Environmental factors
Organic or biological factors

DISTURBED

ENVIRONMENTAL FACTORS

Early separation of the child from his parents

on account of desertion, death, etc.

Cont.
The reinforcement of the inappropriate
behavior of the child at the hands of the
parents, elders and teachers through
recognition and special attention. ( including
criticism, punishment, etc)

Conti
Limitation of the improper and emotionally
disturbed behavior exhibited by the parents,
elders, teachers and other role models of the
mass media like television serials, movies, etc.
The effect of the bad company and influences
of the delinquent peers, gangsters, mafia, drug
and alcohol abusers and sexual deviants on the
life style of the children.

Partiality, prejudices and unjustice done to the child by

the parents, elders and teachers.

ORGANIC OR BIOLOGICAL FACTORS

genetic organic or biological factors are not at
all supposed to be the major contributing
factors for the germination or perpetuation of
the emotional problems. In fact, there do not
exist enough substantial evidences for blaming
ones heredity, physiological structure,
neurological or biochemical balances, organic
injury or diseases, etc.

 for the outcome of the emotional

or
behavioural problems and it is therefore,
always advisable to search for the probable
causes of ones emotional disturbance in ones
interaction with his environment.

CHARACTERISTICS

LEARNING DIFFICULTIES

 Academically performing below grade level.

May function two or more years below grade
level in reading, math, writing, and spelling.
Emotional disabilities may be related to
learning difficulties. For example, if student
has severe anxiety, they may be unable to
attend, listen, and learn while in school

Cont..
May struggle with organization and timemanagement.
Are at risk for dropping out of school,
affecting their future.
May have average, or even above-average
academic achievement.

SOCIALIZATION AND BEHAVIOR

May exhibit symptoms of depression
May avoid interactions with peers or adults
May not interact appropriately with peers, teachers,
siblings, and parents
May have few or no friends
May blame behavioral or social problems on
teachers or other students
May be aggressive with peers and adults and cause
injury when playing or interacting with others

Conti
May display covert aggression (e.g. lying,
cheating, vandalizing)
May
display
relational
aggression
(i.e.
manipulating, gossiping, excluding someone)
May display limited perspective-taking skills
May act out in class, and may not appear to
respond to discipline from teachers
May seem not to care about class and school rules

Conti.
May be at higher risk for substance abuse
May show signs of impulsivity (hyperactivity,
opposition, risky behaviors)
Demonstrates
immaturity
(inappropriate
crying, temper tantrums, poor coping skills)

Affective characteristics

Depression
Anxiety Disorders
Conduct Disorder
Eating Disorders
Psychotic Disorders

Anxiety disorder

Eating disorder

NEEDS OF THE CHILDREN

INSTRUCTIONAL NEEDS
BEHAVIOURAL NEEDS
SOCIAL NEEDS

GUIDANCE FOR EMOTIONALLY DISTURBED

CHILDREN

 Emotional disturbance is the result of some inner conflict.

Hence, before giving guidance these children teacher
psychologists and psychiatrists must help to uncover the
underlying inner conflict in an effort to improve psychological
functioning as well as behaviour and achievement of the child.
Emphasis should be placed on teacher-pupil relationship in
which the child feels accepted and free to act out his impulses
in a permissive environment. Initially little emphasis should be
given on academic achievement or change the surface
behaviour of the child. If the teacher can uncover the mental
conflict half of his work achieved.

 The mildly and moderately disturbed children should be kept

in the mainstream as much as possible. If it is no feasible to
keep the disturbed child in regular classes all the time then he
may be removed to the resource room of the special class for a
part of the day with the goal of reintegration in the regular
classes.
The curriculum for such children will be the same as for
normal children with emphasis on basic academic skills
(reading, writing, and arithmetic), art, music, dance, social
skills, and effective experiences.

 The basic idea in the education of disturbed

children is that they can be re-educated if the
social system is changed and if teachers play
their role with sincerity and dedication.

GUIDANCE BY TEACHER IN SCHOOL

 There are specially trained resource teachers for all

categories of disabled children, but trained resource
teachers are not available for teaching emotionally
disturbed children. It is, therefore, obvious that
disturbed children are to be educated in regular
classrooms by regular teachers. Regular teachers are
therefore, to play a very befitting role in managing
such children.

 The special educator or any other special

education personnel for advice concerning
behaviour
management,
behaviour
modification and teaching technique.

 It is essential that the teacher communicates

his expectations to the child clearly and firmly.
Nothing is to be gained by beating around the
bush or keeping the child guessing about what
the teacher has in mind regarding behaviour
and goals.

 The teacher must have realistic expectations

concerning the childs behaviour and academic
performance. His tasks should be well within
his capacity, but still a challenging. The child
must feel success and pride in what he
accomplishes.

 The teacher managing emotionally disturbed children should

remember that good behaviour management for disturbed
children has a lot in common with good behaviour
management for all children. The best preventive action any
teacher can take is to make sure that the classroom is a happy
place where children take pride in their work and learn to treat
others with respect.