Social and Emotional Disorders (internalizing disorders)
If your topic is social and emotional disorders with a focus on internalizing disorders, please post the answers to your four questions here.
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NAME: Aevon Watts TOPIC: Depression DATE: November 26, 2007
Use this template to organize your work for the blog assignment. You MUST turn this sheet in as well as post your research on the blog.
Question Answer (including fully cited resources) How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.) Depression in my own words can be defined as a burdensome or saddening frame of mind that can be a result of stressful events occurring, sub-conscious worries or increased pressure and responsibilities.
As defined by the state depression is described as an emotional disturbance. Emotional disturbance is:
5. "Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to: i. An inability to learn that cannot be explained by intellectual, sensory or health factors; ii. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; iii. Inappropriate types of behaviors or feelings under normal circumstances; iv. A general pervasive mood of unhappiness or depression; or v. A tendency to develop physical symptoms or fears associated with personal or school problems. What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.) Some developmental characteristics of this disability would be Socially:
• Withdrawn behavior • Moodiness or irritability • Loss of interest in favorite activities • Persistent boredom; low energy • Difficulty with relationships • Social isolation, poor communication • Hopelessness Emotionally: • Thoughts of death • Low self-esteem • Poor concentration • Extreme sensitivity to rejection or failure Physically:
• Sleeping too much • Talk of or efforts to run away from home • Self destructive Behavior • Changes in weight
Levels of Functioning(may repeat above):
• Loss of interest in favorite activities • Persistent boredom; low energy • Withdrawn behavior • Poor concentration All information There has to be a pattern of this type of behavior for a period of time for it to be considered detrimental, which is usually two weeks. If you know that saddening event has happened recently you then what to pinpoint it right away. If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support. If I were a teacher in a general education classroom I would help a child suffering from depression by offering up time in order for me to listen to what is bothering them. If the problem that is making the child depressed is something that can be combated then I will step in a take the necessary steps to improve the situation. I would also conference with the parents to ensure that they know what is going on with their child. I will then suggest to the parents to institute and corresponsive journal so that we can work to together in monitoring the child’s behavioral patterns. Socially I would also alert the school guidance counselor and child psychiatrist and have them set up an appointment with the child to see if he/she will open up to them.
Academically I would monitor the child’s work and if there is a decline in there effort, I would offer them a chance to re-submit work and offer my help to them. This way if I help them to complete their work they may be able to focus better and be more motivated because they know I care about their success What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.) 1. CNN.com http://www.cnn.com/HEALTH/library/DS/00175.html
This website explains that depression is not something that should be considered as a weakness. It also says people of all ages and races suffer from depression. 2. Depression.com http://www.depression.com/
This website explains that “Depression is not something you can just "snap out of." It's caused by an imbalance of brain chemicals, along with other factors.”
This website is really helpful because it gives scenarios that kids can understand rather than just definitions of what depression is. This is a great website one of my students can navigate to understand what is going on with them or their friends.
4. “Depression in Children: What Causes It and How We Can Help” http://www.personalityresearch.org/papers/sokolova.html
This website is based on some research done by Irina V. Sokolova from the Rochester institute of technology. This is somewhere that I can go as a teacher to see what behaviors can trigger depression in the child such as “Parental depression, conflict in the family, criticism of a child, dysfunction and family stress”
5. The American Academy of Child and Adolescent Psychiatry http://www.aacap.org/cs/root/facts_for_families/the_depressed_child
This website has recent and progressive information that I as the teacher can use to better assess each individual situation. It also has information ranging from treatments, alternatives and signals that help better understand child and adolescence disorders. One excerpt is “Children and teenagers also may have depression, which is a treatable illness. Depression is defined as an illness when the feelings of depression persist and interfere with a child or adolescent’s ability to function. About 5 percent of children and adolescents in the general population suffer from depression at any given point in time.”
1. How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA and NJ special education code.)
As defined under federal law at 34 CFR §300.8(c)(4), the student exhibits these characteristics over a period of time that affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems.
2. What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, and physical, as well as levels of functioning.)
School phobia develops similarly to an adult anxiety disorder. It is difficult for a child to separate from home because that it what they are used to. It often occurs school day, not weekends or vacations. Some emotional and physical characteristics of a child with school phobia are: • Not wanting to attend school • Creating excuses no to attend • Being absent a lot • Complaints about not feeling well • Headaches • Stomach pains • Nausea or Dizziness
3. If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic support as well as social support.
If I were a teacher I would feel obligated to find the source of the problem and then once having found it, I would devise a plan to help the child. For example, if a child with school phobia told me the problem was a bully I would monitor the situation and see how I could solve it and if that did not work I would have to set up a meeting with that particular child and their parents. Or if it was a home problem a pediatrician or psychologist may need to set up a meeting with the child. After I knew the meeting had taken place I would make sure to encourage the child, by planning fun activities that they might life, so they would see school is fun to attend. If the child was embarrassed because he or she was not doing well in the classroom I would schedule and day to have he or she tested for special education services.
4. What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within your school, curriculum materials; a two to three line description is required for each resource.)
The internet would be a good source to help understand the phobia as well as give advice on how to help it. Another good source is books that may be written on the phobia that will further educate me and may also give personal experiences and how the child got through it. Also, people with that phobia or had the phobia is a good source because not only did they go through what the child may be going through, but it is better because if I had any questions I could just ask.
Resources
(2007). The Linden Center Offical Website. Retrieved November 21, 2007, from Didaskaleinophobia (School Phobia) Web site: http://www.panic-anxiety.com/phobias/didaskaleinophobia/ Children's Health and Wellness. Retrieved November 23, 2007, from Dr Paul Web site: http://www.drpaul.com/behaviour/schoolphobia.html Davies, Leah (2005). http://www.kellybear.com/TeacherArticles/TeacherTip51.html. Retrieved November 21, 2007, from Overcoming School Phobia Web site: http://www.kellybear.com/TeacherArticles/TeacherTip51.html Mass. Depatement of Education. Retrieved November 24, 2007, from Education Laws and Regulations Web site: http://www.doe.mass.edu/lawsregs/603cmr28.html?section=02 Schmitt, B.D. (2006). C.S. Mott Childrens Hospital. Retrieved November 23, 2007, from School Phobia Web site: http://www.med.umich.edu/1libr/pa/pa_bschphob_hhg.htm
Maria Lipnick Professor Alfano CPSY 1001 Blog 26 November 2007
Question 1. How is your disability defined by the federal and state laws? - The student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. The determination of disability shall not be made solely because the student's behavior violates the school's discipline code, because the student is involved with a state court or social service agency, or because the student is socially maladjusted, unless the Team determines that the student has a serious emotional disturbance.
Question 2. What are the developmental characteristics of persons with this disability? - During social conversations or setting a person with anxiety might become disoriented and nervous. During the anxiety the heartbeats usually increases, chest oppression, sweating, and dry mouth. They have trouble thinking in an orderly fashion and they have a high expectation of being offended. The symptoms for social anxiety are usually triggered by: being with unfamiliar people, being the target or thinking one is the target of evaluation by others. - Emotionally, fear can vary from experiencing anticipation and tension, to as worst, acute panic attacks. Some symptoms are difficulties sleeping, loss of appetite, restlessness, muscle aches and tension headaches. - Cognitions are simply thoughts that include the ideas or images that come to mind while a person is feeling anxious. The thoughts are usually about you or someone you know is in some type of danger. The fear is irrational or excessive and most of the time unrealistic. - Behavioral forms are mostly avoidance. It is often simply giving in to the urge not to go to a certain place or to quickly escape if the discomfort gets to powerful. These can sometimes cause compulsions that are excessively repeated such as: cleanliness, ordering, or checking.
Question 3. If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would be academic support as well as social support. - A major thing as a teacher is I could make the classroom comfortable for the student, and make them feel as if they have nothing to worry about. Not pointing them out in front of students or picking on them for certain questions so that they do not get nervous or scared that their peers are judging them. If I had a problem with the student I would pull them aside so that way they do not feel as if I am picking on them in front of their peers. If they were having trouble academically, maybe keeping them after school, without peers knowing, and helping to better explain the school material.
Question 4. What resources would help you as a teacher to serve this child? - Some resources that would help are: • Healthyplace.com It gives parents and teachers tips on how to help students at home and in the classroom deal and with their anxiety and to prevent it. • Family Education.com This website really helps teachers with students who have back to school anxiety, which is very common among children in the elementary years. • About.com This is an article for teachers, which explains the different types of anxieties that children might face in school and how they can accommodate them in a loving manner.
Works Cited
Mauro, Terry. “How to Relieve School Anxiety.” About.com. 2007. 24 Nov. 2007 http://specialchildren.about.com/od/specialeducation/ht/anxiety.htm
Kendrick, Carleton. “Coping with Back-to-School Anxiety.” 26 Nov. 2007 http://school.familyeducation.com/high-school/anxiety/37641.html?detoured=1
Doe.Mass. “Education Laws and Regulations.” Massachusetts Department of Education. 26 Nov. 2007 http://www.doe.mass.edu/lawsregs/603cmr28.html?section=02
Stephanie Graham Anxiety a. Definition a. The characteristics occur over a long period of time and affect educational performance b. An inability to learn that cannot be explained by intellectual, sensory, or health factors c. An inability to build or maintain satisfactory relationships with peers and teachers d. Inappropriate types of behavior or feelings under “normal” circumstances e. A mood of unhappiness or depression f. A tendency to develop physical symptoms or fears associated with personal or school problems b. Developmental Characteristics a. During social conversations or setting a person might become disoriented or nervous b. Increase in heartbeat, chest oppression, sweating, dry mouth c. Trouble thinking in an orderly fashion d. Might have a high expectation of being offended e. Social anxiety can be triggered by being with unfamiliar people, being a target of one’s thinking or conversation f. Emotionally, it can vary from anticipation and tension to acute panic attacks g. Difficulty sleeping, loss of appetite, restlessness, muscle aches, tension headaches h. Irrational or excessive fear that is most of the time unrealistic i. Avoidance of going to places or quickly escaping if the discomfort gets too powerful c. Classroom strategies, needs, strengths a. Make the classroom comfortable and worry-free for the student with anxiety b. Make sure not to point out or call on for questions in front of the classroom c. If there was a problem, pull the student and talk to him or her about it d. If there was academic problems, keep the child after school for extra help
*Anxiety is very different from hard of hearing, but it is also similar. Children, who are hard of hearing, may have anxiety because of their condition and fear of what other people think of them. Anxiety and hard of hearing are two different types of disabilities. Anxiety is an internalizing disorder in the social and emotional disorders category. Hard of hearing is a physical disability under the category hearing impairments.
This blog is designed as a resource tool for teacher candidates learning about special education and students with special needs. Pairs within the class will create their own blogs about specific students with special needs, such as children with ADHD, and then link that blog to this central site.Each blog will contain information about the federal and state definition of the disability group, the general physical, social, cognitive, and emotional developments, as well as useful resources for teachers.
4 comments:
NAME: Aevon Watts
TOPIC: Depression
DATE: November 26, 2007
Use this template to organize your work for the blog assignment.
You MUST turn this sheet in as well as post your research on the blog.
Question Answer (including fully cited resources)
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.) Depression in my own words can be defined as a burdensome or saddening frame of mind that can be a result of stressful events occurring, sub-conscious worries or increased pressure and responsibilities.
As defined by the state depression is described as an emotional disturbance. Emotional disturbance is:
5. "Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to:
i. An inability to learn that cannot be explained by intellectual, sensory or health factors;
ii. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
iii. Inappropriate types of behaviors or feelings under normal circumstances;
iv. A general pervasive mood of unhappiness or depression; or
v. A tendency to develop physical symptoms or fears associated with personal or school problems.
What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.) Some developmental characteristics of this disability would be
Socially:
• Withdrawn behavior
• Moodiness or irritability
• Loss of interest in favorite activities
• Persistent boredom; low energy
• Difficulty with relationships
• Social isolation, poor communication
• Hopelessness
Emotionally:
• Thoughts of death
• Low self-esteem
• Poor concentration
• Extreme sensitivity to rejection or failure
Physically:
• Sleeping too much
• Talk of or efforts to run away from home
• Self destructive Behavior
• Changes in weight
Levels of Functioning(may repeat above):
• Loss of interest in favorite activities
• Persistent boredom; low energy
• Withdrawn behavior
• Poor concentration
All information
There has to be a pattern of this type of behavior for a period of time for it to be considered detrimental, which is usually two weeks. If you know that saddening event has happened recently you then what to pinpoint it right away.
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support.
If I were a teacher in a general education classroom I would help a child suffering from depression by offering up time in order for me to listen to what is bothering them. If the problem that is making the child depressed is something that can be combated then I will step in a take the necessary steps to improve the situation. I would also conference with the parents to ensure that they know what is going on with their child. I will then suggest to the parents to institute and corresponsive journal so that we can work to together in monitoring the child’s behavioral patterns. Socially I would also alert the school guidance counselor and child psychiatrist and have them set up an appointment with the child to see if he/she will open up to them.
Academically I would monitor the child’s work and if there is a decline in there effort, I would offer them a chance to re-submit work and offer my help to them. This way if I help them to complete their work they may be able to focus better and be more motivated because they know I care about their success
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.) 1. CNN.com
http://www.cnn.com/HEALTH/library/DS/00175.html
This website explains that depression is not something that should be considered as a weakness. It also says people of all ages and races suffer from depression.
2. Depression.com
http://www.depression.com/
This website explains that “Depression is not something you can just "snap out of." It's caused by an imbalance of brain chemicals, along with other factors.”
3. Kid’s depression website
http://www.kidshealth.org/teen/your_mind/feeling_sad/depression
This website is really helpful because it gives scenarios that kids can understand rather than just definitions of what depression is. This is a great website one of my students can navigate to understand what is going on with them or their friends.
4. “Depression in Children: What Causes It and How We Can Help”
http://www.personalityresearch.org/papers/sokolova.html
This website is based on some research done by Irina V. Sokolova from the Rochester institute of technology. This is somewhere that I can go as a teacher to see what behaviors can trigger depression in the child such as “Parental depression, conflict in the family, criticism of a child, dysfunction and family stress”
5. The American Academy of Child and Adolescent Psychiatry
http://www.aacap.org/cs/root/facts_for_families/the_depressed_child
This website has recent and progressive information that I as the teacher can use to better assess each individual situation. It also has information ranging from treatments, alternatives and signals that help better understand child and adolescence disorders. One excerpt is “Children and teenagers also may have depression, which is a treatable illness. Depression is defined as an illness when the feelings of depression persist and interfere with a child or adolescent’s ability to function. About 5 percent of children and adolescents in the general population suffer from depression at any given point in time.”
1. How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA and NJ special education code.)
As defined under federal law at 34 CFR §300.8(c)(4), the student exhibits these characteristics over a period of time that affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems.
2. What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, and physical, as well as levels of functioning.)
School phobia develops similarly to an adult anxiety disorder. It is difficult for a child to separate from home because that it what they are used to. It often occurs school day, not weekends or vacations. Some emotional and physical characteristics of a child with school phobia are:
• Not wanting to attend school
• Creating excuses no to attend
• Being absent a lot
• Complaints about not feeling well
• Headaches
• Stomach pains
• Nausea or Dizziness
3. If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic support as well as social support.
If I were a teacher I would feel obligated to find the source of the problem and then once having found it, I would devise a plan to help the child. For example, if a child with school phobia told me the problem was a bully I would monitor the situation and see how I could solve it and if that did not work I would have to set up a meeting with that particular child and their parents. Or if it was a home problem a pediatrician or psychologist may need to set up a meeting with the child. After I knew the meeting had taken place I would make sure to encourage the child, by planning fun activities that they might life, so they would see school is fun to attend. If the child was embarrassed because he or she was not doing well in the classroom I would schedule and day to have he or she tested for special education services.
4. What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within your school, curriculum materials; a two to three line description is required for each resource.)
The internet would be a good source to help understand the phobia as well as give advice on how to help it. Another good source is books that may be written on the phobia that will further educate me and may also give personal experiences and how the child got through it. Also, people with that phobia or had the phobia is a good source because not only did they go through what the child may be going through, but it is better because if I had any questions I could just ask.
Resources
(2007). The Linden Center Offical Website. Retrieved November 21, 2007, from Didaskaleinophobia
(School Phobia) Web site: http://www.panic-anxiety.com/phobias/didaskaleinophobia/
Children's Health and Wellness. Retrieved November 23, 2007, from Dr Paul Web site:
http://www.drpaul.com/behaviour/schoolphobia.html
Davies, Leah (2005). http://www.kellybear.com/TeacherArticles/TeacherTip51.html. Retrieved November
21, 2007, from Overcoming School Phobia Web site: http://www.kellybear.com/TeacherArticles/TeacherTip51.html
Mass. Depatement of Education. Retrieved November 24, 2007, from Education Laws and Regulations
Web site: http://www.doe.mass.edu/lawsregs/603cmr28.html?section=02
Schmitt, B.D. (2006). C.S. Mott Childrens Hospital. Retrieved November 23, 2007, from School Phobia
Web site: http://www.med.umich.edu/1libr/pa/pa_bschphob_hhg.htm
Maria Lipnick
Professor Alfano
CPSY 1001
Blog
26 November 2007
Question 1. How is your disability defined by the federal and state laws?
- The student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. The determination of disability shall not be made solely because the student's behavior violates the school's discipline code, because the student is involved with a state court or social service agency, or because the student is socially maladjusted, unless the Team determines that the student has a serious emotional disturbance.
Question 2. What are the developmental characteristics of persons with this disability?
- During social conversations or setting a person with anxiety might become disoriented and nervous. During the anxiety the heartbeats usually increases, chest oppression, sweating, and dry mouth. They have trouble thinking in an orderly fashion and they have a high expectation of being offended. The symptoms for social anxiety are usually triggered by: being with unfamiliar people, being the target or thinking one is the target of evaluation by others.
- Emotionally, fear can vary from experiencing anticipation and tension, to as worst, acute panic attacks. Some symptoms are difficulties sleeping, loss of appetite, restlessness, muscle aches and tension headaches.
- Cognitions are simply thoughts that include the ideas or images that come to mind while a person is feeling anxious. The thoughts are usually about you or someone you know is in some type of danger. The fear is irrational or excessive and most of the time unrealistic.
- Behavioral forms are mostly avoidance. It is often simply giving in to the urge not to go to a certain place or to quickly escape if the discomfort gets to powerful. These can sometimes cause compulsions that are excessively repeated such as: cleanliness, ordering, or checking.
Question 3. If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would be academic support as well as social support.
- A major thing as a teacher is I could make the classroom comfortable for the student, and make them feel as if they have nothing to worry about. Not pointing them out in front of students or picking on them for certain questions so that they do not get nervous or scared that their peers are judging them. If I had a problem with the student I would pull them aside so that way they do not feel as if I am picking on them in front of their peers. If they were having trouble academically, maybe keeping them after school, without peers knowing, and helping to better explain the school material.
Question 4. What resources would help you as a teacher to serve this child?
- Some resources that would help are:
• Healthyplace.com It gives parents and teachers tips on how to help students at home and in the classroom deal and with their anxiety and to prevent it.
• Family Education.com This website really helps teachers with students who have back to school anxiety, which is very common among children in the elementary years.
• About.com This is an article for teachers, which explains the different types of anxieties that children might face in school and how they can accommodate them in a loving manner.
Works Cited
Mauro, Terry. “How to Relieve School Anxiety.” About.com. 2007. 24 Nov. 2007
http://specialchildren.about.com/od/specialeducation/ht/anxiety.htm
Kendrick, Carleton. “Coping with Back-to-School Anxiety.” 26 Nov. 2007
http://school.familyeducation.com/high-school/anxiety/37641.html?detoured=1
Healthy Place. “Anxiety Disorders.” Healthyplace.com 2006. 24 Nov. 2007
http://www.healthyplace.com/Communities/Anxiety/overview_2.asp
Doe.Mass. “Education Laws and Regulations.” Massachusetts Department of Education. 26 Nov. 2007
http://www.doe.mass.edu/lawsregs/603cmr28.html?section=02
Stephanie Graham
Anxiety
a. Definition
a. The characteristics occur over a long period of time and affect educational performance
b. An inability to learn that cannot be explained by intellectual, sensory, or health factors
c. An inability to build or maintain satisfactory relationships with peers and teachers
d. Inappropriate types of behavior or feelings under “normal” circumstances
e. A mood of unhappiness or depression
f. A tendency to develop physical symptoms or fears associated with personal or school problems
b. Developmental Characteristics
a. During social conversations or setting a person might become disoriented or nervous
b. Increase in heartbeat, chest oppression, sweating, dry mouth
c. Trouble thinking in an orderly fashion
d. Might have a high expectation of being offended
e. Social anxiety can be triggered by being with unfamiliar people, being a target of one’s thinking or conversation
f. Emotionally, it can vary from anticipation and tension to acute panic attacks
g. Difficulty sleeping, loss of appetite, restlessness, muscle aches, tension headaches
h. Irrational or excessive fear that is most of the time unrealistic
i. Avoidance of going to places or quickly escaping if the discomfort gets too powerful
c. Classroom strategies, needs, strengths
a. Make the classroom comfortable and worry-free for the student with anxiety
b. Make sure not to point out or call on for questions in front of the classroom
c. If there was a problem, pull the student and talk to him or her about it
d. If there was academic problems, keep the child after school for extra help
*Anxiety is very different from hard of hearing, but it is also similar. Children, who are hard of hearing, may have anxiety because of their condition and fear of what other people think of them. Anxiety and hard of hearing are two different types of disabilities. Anxiety is an internalizing disorder in the social and emotional disorders category. Hard of hearing is a physical disability under the category hearing impairments.
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