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  • The Bigbird School Districts Superintendent and administration have become concerned about the rising costs and financial needs of programs for students with Emotional and Behavioral Disorders. It is expensive to serve the educational needs of many of the

The Bigbird School Districts Superintendent and administration have become concerned about the rising costs and financial needs of programs for students with Emotional and Behavioral Disorders. It is expensive to serve the educational needs of many of the – Research Paper Example

The legal aspect of Emotional and Behavioral Disorders al Affiliation: The legal aspect of Emotional and Behavioral Disorders What issues and legal policies are involved in this situation?
Behavior serves as the main determinant of Emotional and Behavioral Disorder (EDB). This is because many actions or observable changes are linked to it. Apart from behavior being a fundamental component of EBD, teachers should also look at other sub-components attached to behavior as this gives a detailed report on level of EBD (Johns et al, 2002). It is within the obligation of educators to meet all the functional, behavioral and academic needs of all the students or victims of EBD. This can be achieved through the provision of comprehensive support both in the long and short-term plans (McCarney et al, 2003). Actually, the link between abnormal behaviors and academic proficiency has caught a lot of attention especially in both the psychological and medical research fields. This is because people are still in the verge of knowing the impact of academics on behavior.
According to IDEA (Individual with Disabilities Education Improvement Act), the diagnosis procedure involves the failure to develop good interpersonal relations, Inability to master and understand concepts, a sense of absent-mindedness and development of physical symptoms linked to school problems (Davis, 2011). Just like any other, disease, EBD is associated with many symptoms that are physical, psychological and mental. This makes diagnosis of this kind of disorder different from other physical ailments hence the need for a specialized attention is always advisable. Educators and psychologist tend to play a big role in the diagnosis process of this disorder.
some cases, both psychologists and educators assume weird student behavior citing it as a normal in-borne behavior (Rutherford et al, 2007). This makes it difficult to identify the disorder at early stages hence making its treatment or medical intervention difficult. Some schools or learning institutions find it hard to manage students with EBD hence launching alternative ways of reducing the EBD student population. For instance, Bigbird school administrators who are also the victims of such incidence, had a proposed plan to reduce the number of EBD student population by urging educators to stop referrals and increase placement plans. According to the legal standards of EBD management, all EBD victims should be treated equal and given the necessary support needed both in the long and short-term basis (Pierangelo & Giuliani, 2008). Reducing the number of referrals may not serve equality hence many victims may remain without any necessary help. This proves that the proposed plan by the Bigbird administrators were not legally right according to the legal policies of EBD management. The only way of decreasing and offering help to EBD students or victims is through proper diagnosis. This is achieved by following the normal standards of EBD management plan or criteria.
What regulations should be followed in evaluating and taking actions in this situation?
Emotional and Behavior Disorder is a problem that can only be determined and evaluated through an Individualized Education Program (IEP) (Davis, 2011). This an organized body that includes more than one person hence making it easy to explore and understand the factors associated with this kind of disorder. Some of the participants include special education teacher, parents and an agent of the local education agency (Coleman, 1996). All these participants must be active and specialized in their areas of duty as far as evaluation is concerned. During the EBD evaluation process, Wisconsin criteria of eligibility is always advised . This is to ensure accuracy of the tabled results.
According to many psychologists or medical experts, EBD in children cannot be rated in terms of sociological conditions, drug and substance addition or mental health Plotts, C., & (Webber, 2008). This explains the standardized eligibility criteria recommended by various global research institutions. Although, the issue of drugs and mental health are not worth considering in the evaluation process, specialist can at times stretch to these issues considering co-morbidity (McCarney et al, 003). Actually, an individual behavior of a student needs to be observed in a broader perspective rather than considering fragments.
According to many articles and publications, the evaluation or eligibility checklist should be based on three-dimensional model that are; emotional, social and behavioral functioning. The three are great determinants of EBD and tend to display the changes that occur both in an individual’s actions in relation to environment (Mayer, 2009). In the recent survey conducted in areas with high drug and substance abuse rate, determining EBD tend to be a big problem because many people are not always in their right state of mind. For instance, it may be difficult to differentiate a normal person under the influence of a drug from a victim of Emotional and Behavioral Disorder. This makes the Wisconsin eligibility criteria the best in EBD evaluation.

References
McCarney, S. B., House, S. N., & McCarney, S. B. (2003). Emotional or behavior disorder intervention manual, revised: Goals, objectives, and intervention strategies for the emotionally or behaviorally disordered student. Columbia, MO (800 Gray Oak Dr., Columbia 65201: Hawthorne Educational Services.
Coleman, M. C. (1996). Emotional and behavioral disorders: Theory and practice. Boston: Allyn and Bacon.
Davis, M. R. (2011). School success for kids with emotional and behavioral disorders. Waco, Tex: Prufrock Press.
McCarney, S. B., House, S. N., & McCarney, S. B. (2003). Emotional or behavior disorder intervention manual, revised: Goals, objectives, and intervention strategies for the emotionally or behaviorally disordered student. Columbia, MO (800 Gray Oak Dr., Columbia 65201: Hawthorne Educational Services.
Davis, M. R. (2011). School success for kids with emotional and behavioral disorders. Waco, Tex: Prufrock Press.
Pierangelo, R., & Giuliani, G. A. (2008). Classroom management for students with emotional and behavioral disorders: A step-by-step guide for educators. Thousand Oaks, Calif: Corwin Press.
Rutherford, R. B., Quinn, M. M., Mathur, S. R., & Wood, F. (2007). Handbook of research in emotional and behavioral disorders. New York: Guilford Press.
Johns, B. H., Crowley, E. P., & Guetzloe, E. C. (2002). Effective curriculum for students with emotional and behavioral disorders: Reaching them through teaching them. Denver, Colo: Love Pub.
Mayer, M. J. (2009). Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice. New York: Guilford Press.
Plotts, C., & Webber, J. (2008). Emotional and behavioral disorders. Boston, Mass: Allyn and Bacon.