|
|
Emotionally Handicapped and Severely Emotionally Disturbed
Referral Process In order to be evaluated to determine the existence of an Emotional Handicap, review of social, psychological, medical and achievement data from the student's educational record must be completed. In addition, attendance records must be reviewed and investigated if excessive absences have occurred. The student must also be screened for vision, hearing, speech and language functioning. Minimum evaluation for determining eligibility for emotionally handicapped (EH) or severely emotionally disturbed/handicapped (referred to as SED or SEH) programs include a medical evaluation, if it is suspected by the administrator of exceptional student program or their designee, that the behavioral problem may be precipitated by a physical problem. In addition a psychological or psychiatric evaluation to include intellectual ability and potential, an evaluation of the student's personality and attitudes, and behavioral observations and interview data relative to the problems described in the referral are necessary. Eligibility An emotional handicap is defined as a condition resulting in persistent and consistent maladaptive behavior, which exists to a marked degree, which interferes with the student's learning process, and which may include but is not limited to any of the following characteristics:
In addition to the above criteria, an emotional handicap must exist over an extended period of time, and in more than one situation. The emotional handicap must interfere with the student's learning in academic areas, social-personal development, language development, or behavioral progress and control. Students are eligible for services from their third birthday until they graduate with a standard high school diploma or G.E.D., or until age 22. *A severe emotional disturbance is defined as an emotional handicap, the severity of which results in the need for a program for the full school week and extensive support services. SED programs provide for lower adult to pupil ratio than programs for emotionally handicapped and are designed to accommodate. Support Services
Curriculum Curriculum for each student with a disability is determined by the Individual Education Plan (IEP) team and initiated with the assumption of access to the general curriculum (Sunshine State Standards) with appropriate accommodations. Depending on individual student's needs (as determined by the IEP committee), students within the emotionally handicapped program spend varying amounts of time each day within the Exceptional Student Education (ESE) classes. Range of time within an ESE classroom can vary from 0% to 100% of the school day. Most students determined eligible for an EH program will begin services within a self-contained EH classroom. By systematically progressing through a point and level system, these students attain skills needed to succeed when returned gradually to a regular education classroom. In addition to the general curriculum, students with emotional handicaps receive instruction in affective (social and behavioral) skills. Students with emotional handicaps are eligible for a regular or special diploma depending upon need. Diploma track is also an IEP team decision. Students determined eligible for the SED program are served in our county at Challenger School. These students receive a highly structured academic and affective curriculum, including but not limited to art, music, and recreation services that are specially designed for the SED student. Training Teachers of students with emotional handicaps are highly trained to deal with the special needs of these students. In addition to the trainings listed below, all of our teachers regularly participate in countywide trainings that are determined by the special needs of the individualized students in their classroom. (This often includes but is not limited to training in specialized reading, math, and study skills programs.)
|
|