In this two-part series*, attendees will learn what an emotional disability is according to federal special education regulations. Specifically, attendees will explore the behaviors and mental health conditions that typically lead to students being referred for special education evaluations and subsequently eligible under this educational disability category. Given the significant mental health needs that students are experiencing coming out of the pandemic, particular attention will be given to anxiety and depression and how they manifest in students as two examples of mental health conditions that lead to being identified with an emotional disability.
We will explore:
- the evaluation process that school-based mental health providers (e.g., school psychologists and school social workers) engage in to determine if a child has an emotional disability
- implications for practice, including Individualized Education Program (IEP) interventions and accommodations will be shared
- using a social justice lens to explore alternative explanations for special education identification (e.g., emotional disability) such as exposure to chronic trauma through community violence will be shared to reinforce the importance of using a broad, systems orientation (e.g., Bronfenbrenner’s Ecological Systems Theory) to accurately and comprehensively understand students and determine who has a legitimate educational disability versus those who require general education (e.g., Tier 1, Tier 2, or Tier 3) intervention
Presenter: Charles Barrett
*Note: Collaborative members will use only ONE Trainings/Workshops seat to attend this two-part series.
