Reaching & Teaching Students with Emotional Disturbance

Day One: The Toronto Educators' Conference

Presented by Rebecca Moyes, M.Ed.

Tuesday, April 30, 2019  |  Toronto, on

Date & Location

Students with emotional disturbance provide many challenges for educators. Knowing when to qualify a student for special education, as well as what goals and interventions to put in place, are often areas of concern. In cases where students have aggressive behaviours, special considerations are often necessary for their peers to feel safe in the classroom, as well as the adults that work with these students. Many students with emotional disturbance also struggle academically; in fact, sometimes the root of their disturbance stems from not having their academic needs met. Kids today are dealing with challenges within their families that many educators do not have experience with (example: drug and alcohol addiction, relationship stressors, criminal activity, trauma, and poverty). This workshop will provide awareness of emotional disturbance in the school setting, outline ways that schools can support this population, strategies to develop effective IEPs, and practical strategies to assist these students to learn replacement skills.

Who Should Attend

Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, Police Officers, and Early Childhood Educators.

Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

Agenda

• Description of emotional disturbance and IDEA; symptoms exhibited by students with emotional disturbance
• Underlying factors that may contribute to a student’s disturbance in the school setting
• Functions of behaviour
• Related services and specially designed instruction for students with emotional disturbance
• Interventions to address defiance, anger and stress management, and aggression
• Writing the IEP and Positive Behaviour Support Plan
• Case study – ideas for implementation

Learning Objectives

1. List the three factors under IDEA to qualify a student for special education services under the category of emotional disturbance
2. Describe various school services that can be provided for students as related services
3. Discuss the functions of behaviour as they relate to emotional disturbance
4. Write examples of IEP goals to teach replacement skills
5. Write positive behaviour support plans to support difficult behaviours
6. Design intervention strategies to address a student with aggressive behaviour
7. List several ways to assist a student with stress and/or anger management

Your Presenter

Rebecca Moyes, M.Ed.

Rebecca Moyes, M.Ed., is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behaviour. She is the author of six books for educators who teach students with special needs. She holds a master’s in teaching and curriculum with an emphasis on special needs children. She also holds an autism certificate in PA and advanced training in applied behaviour analysis. She now serves as consultant to four school districts in the Pittsburgh area for students with emotional disturbance.

Registration & Fees