Emotional and Behavioral Disorders

Mulcahy, C. A., Krezmien, M., & Maccini, P. (2014). Teaching mathematics to secondary students with emotional and behavioral disorders: challenges and practical suggestions for teachers. Preventing School Failure, 58(2), 69-79.

This article addresses the challenge of teaching math content to students with behavioral and emotional disorders.  While the goal is true inclusion, many students that are diagnosed EBD spend their time in a self-contained classroom without a content-specialized general education teacher. “To successfully teach mathematics to students with EBD, teachers must have expertise in behavior interventions, classroom management, explicit and strategic instruction, principles of adaptations and accommodations, and expertise in mathematical content and practice.” (Mulcahy, 70) The authors offer seven suggestions for teacher of students with EBD.

1. ·  Make sure students are engaged by using mathematical problems that are relevant to the lives of the students
2. ·   Evaluate students’ mathematical knowledge and progress in grade-appropriate math curriculum
3. ·  Develop a curricular map to plan lessons aligned to the standards
4. ·   Use min-lessons to address any deficits – DO NOT sacrifice grade appropriate content
5. · Combine behavior and academic strategies to tackle weaknesses and build on strengths
6. ·   Establish a mathematics language-rich classroom
7. ·   Use technology, hands-on activities, and manipulatives

Looking back at this week’s reading in our text and this article, I can see one dramatic parallel: Students with EBD struggle academically. Many times this is a result of their placement and the skills they have missed in a regular classroom.  While I struggle with true inclusion in all situations, I can see the need for all students to receive meaningful instruction. The story of “Ryan” is a good one but so often this is not the experience for the general education teacher, the special education teacher, or the student himself.

In my opinion, this is a great article.  It is by far the best one I have read so far.  I know how very hard special education teachers work but we cannot expect them to be an expert on every subject they are responsible for teaching in secondary education. As a teacher that works in a middle school, I know the additional classes that were required for me to be math endorsed.  My job is centered on this one subject and it is a daunting task to master the common core standards, find the best instruction methods for each child, and to write the assessments to measure progress.  Now a special education teacher must enter a classroom and do this same thing for at least four different subjects!  And what about high school?  The weakness I see is this is our system of education.  I believe that students would be better served if secondary special education teachers also held a specialized degree to the class that they are responsible for teaching. I know this brings upon the issue of more pay for multiple degrees but that would be my perfect world.