A Research Paper
A Research Paper
A Research Paper
Emotional and
Behavioral Disorders that Affect Inclusion in
Regular Education
A Research Paper
Presented to the Faculty of the Graduate
School and College of Education CEBU
TECHNOLOGICAL UNIVERSITY
In Partial Fulfillment
of the Requirements for the Course
SOCIO- CULTURAL
FOUNDATION OF
EDUCATION
LIZA D. GARCIA
August 2017
ACKNOWLEDGEMENT
The work presented here has been carried out by Liza D. Garcia. The views
expressed in this document are those of the author.
“No two children are the same”. How often have you said that? Take any
class of children in your school. They may be the same age but are they all alike?
No! How do they differ from one another? Some are tall; others are small. Some
are shy; others are forward. Some learn quickly; others are slow.
Can you think of any other ways children differ from one another?
This is a question certain educator should investigate.
Some children are born with impairments such as eyes that do not see
well; arms and legs that are deformed, or a brain that is not developing in a
typical way. Some children can be left with impairments after childhood illnesses
like measles and cerebral malaria or from accidents such as burns and bad falls.
Often these children are called ‘disabled’ or ‘handicapped’. Some children’s
growth and development is impaired because their environment causes them
harm or does not support their well being. They may not have enough food or a
good diet; they may live in poor housing and are prone to illnesses; they may be
beaten; their parents may have separated; they are refugees or survivors of war.
Sometimes they live on the streets. They may abuse drugs.
Persons with special needs are found in all societies of the world. Within
and outside our different institutions of learning we find learners with special
needs that require unique responses to their education. These categories of
children cannot benefit from the conventional classroom because they require
special education and related services if they are to realize their maximum
potential. These special need children may have learning or attention difficulties,
intellectual retardation, behavioral problems, physical and health related
problems, disordered communication, hearing impaired and visually impaired.
All children, including children with special educational needs, have a right
to an education which is appropriate to their needs. The aims of education for
pupils with special educational needs are the same as apply to all children.
Education should be about enabling all children, in line with their abilities, to live
full and independent lives so that they can contribute to their communities,
cooperate with other people and continue to learn throughout their lives.
Education is about supporting children to develop in all aspects of their lives –
spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical.
This research paper is made for parents to answer key questions they may
have about special education, to define special education both generally and as it
relates to their child, to discuss the different communication or emotional and
behavioral disorder of the child. The word 'parent' in this document should also
be taken to include guardians of children as well as the teacher in school. The
major goal of this course is to prepare future teachers and educators for delivery
and evaluation of Education and Special Education Programme. The course will
enhance better performances of parents, teachers and learners.
Objectives:
Upon reading this research, you will be able to:
The EPSEN Act recognises that special educational needs may arise from
four different areas of disability: physical, sensory, mental health, learning
disability or from any other condition that results in the child learning differently
from a child without that condition. It is also important to understand that a child
can have a disability but not have any special educational needs arising from that
disability which require additional supports in school.
Parents are often very concerned about whether it is best for their child
with special educational needs to attend a mainstream school or a special school
or class. In making this decision, it is helpful to think about which setting is most
suited to your child’s individual needs and the quality of education that can be
provided for your child within that setting.
A range of factors should be taken into account such as, your child’s
needs, your child’s best interests, your own preference, the needs of other
children in the school setting.
When applying to enrol your child, it is important that you give schools
relevant information about your child’s special educational needs. This enables
the school to prepare, in advance, for your child’s arrival in the school (Griffin,
46).
Definition of Terms
Special education
This is a type of education that is specially designed to meet the
uncommon needs of exceptional students.
Inclusion
Children who are perceived ‘different’ because of their impairment, ethnic
background, language, poverty, etc. are often excluded from or marginalised in
society and local communities. Their inclusion means changing the attitudes and
practices of individuals, organisations and associations so that they can fully and
equally participate in and contribute to the life of their community and culture. An
inclusive society is one in which difference is respected and valued, and where
discrimination and prejudice is actively combated in policies and practices.
Inclusive education
This refers to schools, centers of learning and educational systems that are
open to ALL children. For this to happen, teachers, schools and systems may
need to change so that they can better accommodate the diversity of needs that
pupils have and that they are included in all aspects of school-life. It also means a
process of indentifying any barriers within and around the school that hinder
learning, and reducing or removing these barriers.
Parents
They will be able to understand their child and support their special needs.
Learners
Through this research, learners will be able develop respect towards the
disabled children and will have self- realization.
School
The school will be more meticulous and observant on making programs
that would include children with special needs.
THE RESEARCH DESIGN
Research Method
A historical method and fact- finding method of research is being utilized
by the researcher.
Research Subjects
The subjects of research are the children with differing needs, the teacher
and the parents.
Research Instruments
The instruments used in this research paper were books and the internet.
SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Summary of Findings
Base on the data gathered, analyzed and interpreted, the researcher found
out that special children must not be out casted in the society. These children
have still place that is special where they could continue learning and show their
talents.
As you read back over the list of consequences; you will see that it is not
the impairment that should concern teachers or how it was caused, but rather it is
reducing the consequences that the impairment brings to the child’s life and the
barriers that it presents to children’s learning.
Conclusions
In accordance with the findings obtained, the researcher concluded that
every child is an individual. Parents also have an important role to play in
everyday school life. It is not the impairment that holds the person but the way in
which society treats the person and the teachers and schools need to adapt their
ways of working to meet the children’s needs.
Recommendations
On the basis of the presented findings and conclusions, the following
recommendations were formulated by the researchers:
1. Identify first the conditions and needs of the learners.
2. The education environment should aim at promoting a healthy
emotional and behavioral development.
3. An important aspect that schools and educators should focus on when
they provide support and design intervention models is the influence of
the classroom context, specifically the possibility of coercive
interaction patterns between children displaying disruptive behavior.
Batzle, C., Weyandt, L., Janusis, G., & Deviett, T. (2010). Potential impact of
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Doctoroff, S. 2001. Adapting the physical environment to meet the needs of all
young children for play. Early Childhood Education Journal 29 (2): 105–09.