Autism vs. EBD

Autism vs. EBD

Summary

• EBD and Autism are very different from each other even though they have some of the same symptoms and statistics.
• Students with Autism get seen as "unable to function."
• Students with EBD are usually seen as people of color and with terrible behavioral issues.
• Making sure our classrooms are inclusive with different types of learners is very important for everyones education.

Sources

Autism Speaks (2018). CDC increases estimate of autism’s prevalence by 15 percent, to 1

in 59 children. Retrieved from https://www.autismspeaks.org/science-news/cdc-increases-estimate-autisms-prevalence-15-percent-1-59-children

Bond, K. (2016). “Learning From Spaces Designed Specifically for Autism, EBD”,

News and Views, Retrieved from https://www.bwbr.com/learning-from-spaces-designed-specifically-for-autism-ebd/

Codrington, J., & Fairchild, H., (2012). Special education and the mis-education of African American children: a call to action,

Retrieved from https://www.abpsi.org/pdf/specialedpositionpaper021312.pdf

Habib, D. (2014). Statistics. Who Cares About Kelsey? Retrieved from

https:whocaresaboutkelsey.com/the-issues/statistics

Janz, J., & Banbury, M., (2009). Challenges in classifying students with emotional disturbance, Spaces for Difference: An

Interdisciplinary Journal, Retrieved from https://escholarship.org/content/qt5734n13w/qt5734n13w.pdf

Jordan, A., Schwartz, E., McGhie-Richmond, D. (2009). Preparing Teachers for Inclusive

Classrooms. Teaching and Teacher Education. V. 25, Is 4, Pp. 535-542. Retreived from https://doi.org/10.1016/j.tate.2009.02.010

Kaysadi, C. (2014). Race and disability go hand in hand in Twin Cities schools. Twin Cities

Daily Planet. Retrieved from https://www.tcdailyplanet.net/connecting-dots-race-and-disability-go-hand-hand-twin-cities-public-schools/

National Institute of Mental Health (2018). Autism Spectrum Disorder. Retrieved from https://

www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml

PsychGuides.com An American Addictions Resource Center (2019). Behavioral Disorder

Symptoms, Causes and Effects. Retrieved from https://www.psychguides.com/behavioral-disorders/

Rosenblatt, A., & Woodbridge, M. W. (2003). Deconstructing Research on Systems of Care for

Youth with EBD: Frameworks for Policy Research. Journal of Emotional & Behavioral Disorders, 11(1), 27. Retrieved fom https://doi-org.libproxy.stcloudstate.edu/10.1177/106342660301100105

Samuels, C., (2018). Students with emotional disabilities: facts about this vulnerable

population, Education Week, Retrieved from https://www.edweek.org/ew/articles/2018/03/21/students-with-emotional-disabilities-facts-about-this.html

Simpson, R. L., Mundschenk, N. A., & Heflin, L. J. (2011). Issues, Policies, and

Recommendations for Improving the Education of Learners With Autism Spectrum Disorders. Journal of Disability Policy Studies, 22(1), 3–17. Retrieved from https://doi.org/10.1177/1044207310394850

Schifter, L., Hehir, T. (2018). The Better Question: How Can We Improve Inclusive

Education?. Education Next. Retrieved from https://www.educationnext.org/better-question-how-can-we-improve-inclusion-education-response-has-inclusion-gone-too-far/

Change the Stigma

Ways to Improve Inclusion

• Measure and emphasize educational placement under IDEA (Individuals with Disabilities in Education Act)
• Give access to:
• rigorous academics
• extracurricular activities
• 'decent' buildings and facilities

The Oppression Diamond

What an inclusive classroom looks like

1: Unequal Power

• Students with autism experience more bullying in schools
• EBD students are mislabeled based on race, gender, and social class
• "educators perceived cultural differences as indicative of deficiencies" (Codrington & Fairchild, 2012).
• People with privilege can keep children out of the special education system (Janz & Banbury, 2009).
• People with less privilege are often undermined by the system (Janz & Banbury, 2009).

• High levels of student engagement based on good classroom and time management skills
• The ability to scaffold learning that is adapted to students' current levels of understanding
• Cognitively engaging students in higher-order thinking
• Encouraging and supporting success.

4: Ethnocentric Culture

Kahoot!

2: Inequitable Distribution

of Resources

• People with Autism get seen as "unable to function."
• People with EBD are usually seen as people of color and with terrible behavioral issues.

• Lack of access to effective instruction in general education programs;

• Insufficient resources and less well-trained teachers, making learning more difficult;

• Failure of the general education system to educate children from diverse backgrounds;

• Inequities associated with special education referral and placement procedures;

• Misidentification and the misuse of tests

• Be denied access to the general education curriculum.

• Receive services that do not meet their needs.

https://create.kahoot.it/share/ebd-v-autism/6b1cf664-da40-4eba-a10c-b7ab8a4e5b3a

3: Inflexible Policies

& Practices

• 45,000+ teachers fail to meet standards set to meet needs of students with disabilities.
• Strong correlation of qualified educators and student success.
• No policy in place to create "highly qualified" for teaching disabilities in normal classroom setting.
• Little/No training given to service providers of students with ASD or EBD
• Some general educators don't want students with ASD or EBD in classroom.
• Takes away from learning of "normal" students.

The Statistics

• Black students, boys impraticular, are represented at a rate of 21% in Emotional Disturbance categories (U.S. Department of Education).
• In 2011, the Minneapolis Public School District reported 15 Hispanic students diagnosed with EBD (Kaysadi, 2014).
• MPSD reported 605 Black students diagnosed with EBD in 2011, compared to the 130 White students diagnosed the same year (Kaysadi, 2014).
• MPSD reported 50 Hispanic students, 150 Black students, and 290 White students diagnosed with Autism in 2011 (Kaysadi, 2014).

The Statistics

Kaysadi, C. (2014). Race and disability go hand in hand in Twin Cities schools. Twin Cities

Daily Planet. Retrieved from https://www.tcdailyplanet.net/connecting-dots-race-and-disability-go-hand-hand-twin-cities-public-schools/

• 1 in 59 children diagnosed with autism by age 8 (Autism Speaks).
• Only 40% of students with EBD graduate (Statistics of EBD).
• 10-25% enroll in PSEO with EBD (Statistics of EBD).
• Almost 77% of students identified with EBD in Saint Paul, and 73% of students in Minneapolis were African American students (Kaysadi, 2014).

Autism Speaks (2018). CDC increases estimate of autism’s prevalence by 15 percent, to 1

in 59 children. Retrieved from https://www.autismspeaks.org/science-news/cdc-increases-estimate-autisms-prevalence-15-percent-1-59-children

Samuels, C., (2018). Students with emotional disabilities: facts about this vulnerable

population, Education Week, Retrieved from https://www.edweek.org/ew/articles/2018/03/21/students-with-emotional-disabilities-facts-about-this.html

Emotional Behavior Disorder (EBD)

• EBD - Emotional Behavioral Disorder
• Poor self-esteem, Depression, loss of intrests, self injury, & substance abuse.
• Male students exhibit more disruptive behavior over Female students.
• Wide range of intellectual and academic abilities.

Symptoms

• Inappropriate actions/emotions in normal setting.
• Learning difficulties.
• Difficulty with interpersonal relationships.
• General unhappiness/depression.
• Fear/anxiety towards school/personal matters.

Symptoms

• Reduced eye contact.
• Lack of response to their name.
• Become withdrawn/aggressive.
• Difficulty learning.
• Often appears by age 2.

Autism Spectrum Disorder (ASD)

Causes

• Genetics
• Environmental facts

• Developmental disorder that affects communication and behavior (NIHM, 2018).
• Occurs in all ethnic, racial, and economic groups.
• Symptoms generally appear in the first two years.
• Wide variation in the type and severity of symptoms.

Activity

Please find a partner for this activity

With your partner share the following,

without speaking, geting up, or writing.

• Your birthday
• Your birth month
• Your birth year
• Your favorite fruit
• Your favorite season
• How you get to school

*this activity is meant to show how simple everyday activites such as icebreakers can be inclusive and excluding to individuals with spectrum disorder.

By: Marikathryn, Amy, Morgan, Essivi

Objectives

• Differences and Similarities of Autism and EBD
• How it applies to the oppression diamond.
• How to change the Stigma