BD Kids:What Do We Do With Them?

Teaching students with behavioral disorders has to be one of the most difficult

professions there is. There is nothing more formidable than an antagonist and hostile

human spirit. Students with behavioral disorders are the bane of parents, teachers, and

school principals. Society does not want to see and hear about these students, but they are

becoming legion. We cannot ignore them. Oh, we can try for a few years to hide them

from view, but when they grow up into antagonistic, anti-social adults, they will not let us

ignore them. They will stand in our faces with guns or knives. They will steal our

possessions, rape our children, destroy our peace of mind. We can ignore them and say

they are someone else’s problem, but there will come a day when they will be our

problem. With this in mind, I have done a brief, inept review of who the BD student is

and what we have done for them, as well as, what do we need to do in the future with the

help of dedicated educational researchers and educato

dysfunctional classrooms and playground situations, that students are subjected to acts of aggression and violence, and that there are insufficient and limited levels of resources for their staff to deal with these children (p2 D). Kristin Sawka and her associates corroborate this last point, stating that whole school based programs serve 1-2% of children with BD while there are actually 9-10% of students in need of such services” (Sawka, 2002, p223 ).”

School districts like, Northland Community Schools, in Reemer, Mn., have set up various levels of help for BD students. Level I is for students out of the mainstream class less than 21% of the day, Level II for students away from the mainstream class between 21-60% of the day, Level III for students away more than 60% of the day. Students with

behavioral disorders.” From my readings on this disorder, I get the impression that

As in Northland Community schools, every effort should be made to help BD students in their normal school setting using resource teachers when necessary (Williams, 2003, p. 2). The Doniphon County Education Coop of southeast Kansas also holds this view. It’s objective is to enable teachers to be more effective in serving students in their classrooms providing modifications and interventions when needed. Teachers use a program called “Project Ride” as a resource for working out difficulties demonstrated by students. They also have a “Stay Team” which provides assistance to staff and parents, as well as, providing in service training for teachers. Staff members also attend symposioums periodically and then present the techniques learned to other staff

actions cause certain, predictable outcomes. In an analysis of 60 students with BD, it was discovered that those students tended to believe that “negative personal social interactions did not affect future intrapersonal and interpersonal problems

Some topics in this essay:
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