Basic Understanding
Students with mental health needs are accommodated to individually and uniquely within school systems. The collaboration of teachers, specialist and family creating individual goals serves the primary purpose of having the child remain in a mainstream institution. The plan is tailored to the individuals needs before a decision to remove from mainstream is made. The sequence of planning for individuals with mental health needs begin at birth (VA Dept. of Education)
Individualized Family Service Plan (IFSP):
Individualized Education Plan (IEP)
Individualized Family Service Plan (IFSP):
- Services are called Early Intervention
- Works with children aged birth-three years with a diagnosed disability or a diagnosis that has a high probability of resulting in a delay although no delay currently exists; delayed cognitive, social and/or emotional adaptive functioning
- Includes the following therapies: Occupational, Physical, Speech, Vision/ Hearing
- Family and Specialist collaboration where developmental progress is tracked and activities that will promote progress if implemented are suggested by the professional
Individualized Education Plan (IEP)
- Defined as: A written statement for a child with a disability that is developed, reviewed and revised in a team meeting. The IEP specifies the individual educational needs of the child and what special education and related services are necessary to meet the child’s needs
- Provides information for students with special needs and those involved in their education
- Goal of any IEP is to improve teaching, learning and results
- An IEP is put in effect immediately after parent consent
- IEP must be in effect before special education and related services are given
Additional Resources
Individual counseling services for emotional or behavioral difficulties
School based family or peer intervention meetings
School based family or peer intervention meetings
- According to research, students show greater results when these interventions are in a school setting opposed to a traditional mental health clinic (Lynn, McKay & Atkins)
Referrals
Child may be referred for early intervention at birth or at a pediatric visit
“Child find”
Functional Behavioral Assessment (FBA)
Parents can request evaluations
“Child find”
- Screenings are made a part of physicals where results can lead to a referral
- Team of school members can also make a referral (1 teacher, at least 1 specialist, Principal and referring source)
Functional Behavioral Assessment (FBA)
- When a students’ performance or behavior demonstrates a need for special education or classroom change
Parents can request evaluations
Conflict
Many children get overlooked by teachers who misinterpret their changes in behavior
Natural disasters and nationwide traumatic events have caused PTSD and Emotional Disturbance (ED) in children
Example of opposition:
- Recent research suggests that when assessing emotional well being students may show behaviors aligned with a mental health need such as Autism, ADHD and profound and multiple learning disabilities (PMLD)
- Boundaries between characteristics and mental health needs are not clear
Natural disasters and nationwide traumatic events have caused PTSD and Emotional Disturbance (ED) in children
- Many teachers attribute behaviors to learning difficulties rather than a mental health need
- Approximately 6-9 million children are not receiving the help they need (Masia-Warner, Nangle & Hansen)
Example of opposition:
- Observations in a local High School where 24/26 of the class was deemed to have a learning disability
- The class was ninth grade level math with 24 tenth graders
- Possibility that some showed typical learning disability behaviors but actually went years without the help they needed to succeed?
- Had limited resources and role models
- “How do you unpick what is PMLD, what is normal type behavior for that age group and your mental health”(Rose et al)
Sources
Lynn, C.J. McKernan-McKay, M. & Atkins, M.S. (2003). School social work: Meeting the
mental health needs of students through collaboration with teachers. Children & Schools, 25(4), p.197-209.
Masia-Warner, C., Nangle, D.W. & Hansen, D.J. (2006). Bringing evidence-based child mental
health services to the schools: general issues and specific populations. Education and
Treatment of Children 29(2), p. 165–172.
Rose, R., Howlet, M. Fergusson, A., & Jament, J. (2009). Mental health and special educational
needs: exploring a complex relationship. British Journal of Special Education, 36(1), p.3-8.
Written by: Karli Coverdale
mental health needs of students through collaboration with teachers. Children & Schools, 25(4), p.197-209.
Masia-Warner, C., Nangle, D.W. & Hansen, D.J. (2006). Bringing evidence-based child mental
health services to the schools: general issues and specific populations. Education and
Treatment of Children 29(2), p. 165–172.
Rose, R., Howlet, M. Fergusson, A., & Jament, J. (2009). Mental health and special educational
needs: exploring a complex relationship. British Journal of Special Education, 36(1), p.3-8.
Written by: Karli Coverdale