Best ways to address the needs of students with emotional disorders in special education
Emotional disorders in special education can encompass a variety of conditions that affect students’ emotional and behavioural well-being. Some common emotional disorders include anxiety disorders (such as generalized anxiety disorder or social anxiety disorder), mood disorders (like depression or bipolar disorder), disruptive behaviour disorders (such as oppositional defiant disorder or conduct disorder), and neurodevelopmental disorders (like autism spectrum disorder or ADHD).
These disorders can vary in their presentation and severity.
Each student’s experience is unique, and it is crucial for educators and specialists to provide individualized support to help these students succeed academically and emotionally. Also it is their duty to provide appropriate support and interventions tailored to each student’s needs.
Creating a supportive classroom environment for students with emotional disorders is crucial. Some simple rules and activities that can be effective are to teach students to treat each other with kindness and respect, encourage them to express their feelings and provide them with tools to manage their emotions. establish designated area where students can take a break if they’re feeling overwhelmed and communication of clear expectations for behaviour to provide sense of structure and predictability.
Activities like starting the day with a brief discussion about how students are feeling, helping them develop emotional awareness incorporating simple mindfulness activities to help students focus, relax, and manage anxiety, providing art or journaling opportunities for students to express their emotions creatively, engaging in group activities that encourage teamwork, empathy, and communication and using scenarios to teach problem-solving skills and appropriate emotional responses are beneficial also.
Rewarding positive behaviour provides an incentive for special children to engage in desired behaviours and activities. This motivation can be particularly effective for children with emotional disorders, as it helps create a positive and supportive learning environment. It is also helpful to boost self esteem and confidence, learn new coping strategies to interact with others and manage their emotions, can increase their compliance with rules and expectations, helps in developing skills for better emotional regulation, can facilitate positive social interactions by giving rewards for sharing, cooperating, and practicing good communication and consistency as well as predictability in reward system help them to reduce anxiety as well.
Allowing for minor breaks can help in Stress Reduction, emotional regulations, self awareness , increase span of attention, increase concentration, reduce anxiety, improvement in behaviour, building coping strategies, motivation and respecting individual needs.
Motivational strategies play a significant role in addressing the needs of special children with emotional disorders in special education. These strategies can help create a supportive and engaging learning environment that promotes emotional well-being and overall development.
Fair treatment for all is a fundamental aspect of addressing the needs of special children with emotional disorders in special education.
It has the following benefits.
• Inclusion and Equity
• Respect and Dignity
• Reducing Stigma
• Emotional Safety
• Confidence and Engagement
• Improvement in bringing positive changes in behaviour
• Strengthening student – teacher relationship
• Conflict Resolution
• Cultivating Empathy
Addressing the needs of special children with emotional disorders requires a comprehensive and empathetic approach. These children often face unique challenges that can impact their academic, social, and emotional development.
Author Sradhanjali Dasgupta
Consultant Psychologist, Speaker , Learning Developmental Coach, Teacher and trainer Miss. Sradhanjali Dasgupta has been extensively working in the field of Counselling and education for the past few years in several Clinics, Hospitals, NGOs and educational sectors. She also contributes her writings and blogs in various newspapers, magazines and e- magazines Her training and workshops are both for the corporate as well as for the educational sector and are geared up for learning and development,upgradation and capacity building. She have actively taken part in many debates