Children At Risk
(CAR)
EMOTIONAL BEHAVIOR
DISORDERS
(EBD)
IDENTIFYING /
TRACKING
CHILDREN AT RISK (CAR)
IN THE CLASSROOM
Who are the Children at Risk ?
(CAR)
Children At Risk are those who are
considered to have a greater- than usual
chance of developing a disability, be it
learning, social relationship and
emotional traits.
National Seminar on CAR
Cebu City
Dr. Juliet A. Gregorio
CHILDREN AT RISK IN REGULAR SETTING
1. Child Labor/ Working Student
2. Children with distractive behavior
3. Children with delinquency
4. Children with emotionally disturb
5. Children coming from broken family
6. Street children
7. Children with health problem
8. Children from poor families
9. Children abuse
10. Children with low self-esteem and other
At Risk Children are those not identified as disabled
but due to several factors used specialized
instruction / support to succeed in school.
INNOTECH Training on CAR
Dr. Erlinda Camara
Children at Risk are those who need
remediation, who repeat a grade, (retention)
who do not complete a grade level and need
additional support to learn to read, write and
compute.
Slavin, Karweit and Madden(1989)
Remediation
Refers to additional instruction for pupils
who do not demonstrate competency in
basic skills in reading, writing and
mathematics at expected rate.
Retention
Practice of having a student repeat a
grade level because of low academic
performance
Dropping Out
Pupils who do not complete
elementary school due to varied
circumstances.
Substandard Basic Skills
It exists when individuals cannot
read, write or compute at levels
necessary to perform in the work
place.
Indicators of Children At Risk (CAR) in the
School Setting
Children who perform below the mastery level
based on achievement tests.
Assessed to be Children with Learning Difficulties
(CLDs) as shown by the Phil IRI and other reading
assessment results.
Children with special disabilities- those with
mental, physical / health and emotional/ behavior
disorders.
Those in need of special protection – street
children, abused, exploited, laborers, in armed
conflicts or living in an armed conflict
communities.
In underserved / disadvantaged circumstances
“Misfit” between children and school culture.
Latch Key kids with no after school support,
lacks social, educational stimulation.
Categories of Children at Risk
Established Risk
Those born with congenital defects, e.g. Cerebral
palsy, Down Syndrome and other disabilities that
started during pregnancy.
Biological Risk
preterm/premature infants, post term/post mature
infants, multiple births
Environmental Risk
Poverty, malnutrition, child abuse, drug abuse,
limited opportunities for nurturance and social
stimulation
Categorization of Children with Special
Educational Needs
• Pupils with higher-incidence disabilities
Those with learning disabilities, mental
retardation, behavior-disorders and
serious emotional disturbances.
• Learners with lower-incidence disabilities
Those with visual impairment, hearing
impairment, physical impairment and other health
impairments
• Those with other special learning needs
Those with attention deficit hyperactivity
disorder (ADHD), gifted,
creative/talented, culturally and
linguistically diverse and pupils at risk
FACTORS THAT AFFECT CHILDREN SCHOOL
ACHIEVEMENT
Home Conditions
Family Instability
Risks to Health and Safety
At – Risk School
Emotional
Behavior
Disorders
(EBD)
Emotional Behavior Disorders
(EBD)
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 child’s
educational performance:
An inability to learn that cannot be
explained by intellectual, sensory or
health factors.
An inability to build on 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
A tendency to develop physical
symptoms or fears associated with
personal or school problems.
Emotional Behavior Disorders (EBD)
from a Medical Perspective
1.Anxiety Disorders
Obsessive-Compulsure Disorders (OCD)
which students cannot stops themselves from
worrying excessively about a specific concern,
for example, germ, fear of specific items
spiders or fear of certain activities such as
going to school.
Posttraumatic Stress Disorders (PTSD)
in which students relive in nightmares or
flashback a traumatic event.
2. Disruptive Behavior Disorders
Attention Deficit-hyperactivity
disorder - a neurological based
development disability which revolves
around inattentiveness, impulsivity and
hyperactivity.
Oppositional Defiant Disorder - is
diagnosed when students are defiant
with adults and vindictive or blaming
with peers to an excessive degree over a
long period of time.
Conduct Disorders- are diagnosed
when students fight, bully, display cruelty
to animals or people or otherwise
repeatedly break serious rules.
Eating Disorders- the most eating
disorders is anorexia nervous in which
students behave they are overweight and
refuse to eat, even when they are near
starvation.
• Mood Disorders- manic depression in
which students’ swing from extreme highs
(manic) to extreme lows (depression).
• Tic Disorders- tics are involuntary, rapid,
stereotyped movements of specific muscle
groups, students with tics may blink their
eyes or repeatedly sniff. The most well
known tic disorders is tourette syndrome, a
disorders that ranges from mild to severe
or includes both facial or other physical tics
as well as vocal tics, often, “barking” or
profanity.
Causes of Emotional
Behavior Disorders
1.Genetic/Hereditary Factors
(Biological Factors)
2. Environmental Factors
brain injury- e.g. mother abused of
alcohol or drugs during pregnancy
environmental toxins e.g. lead poisoning
poor nutrition that affect neurological
development
accident e.g. falling from bicycle
illness e.g. high fever
3. Psychosocial Factor
children are influenced in their
psychological and social
development by the people around
them, the events they experience,
and their having conditions.
Below are factors contributing
to Psychosocial factors
1.Chronic Stress
o Children grow up in home and community
settings characterized by stress.
o Child’s parents frequent fight physically
assaulting each other poverty
o Family instability
o Families with many children
2. Stressful life events
death of a parent or primary care give a
divorce
witness violence in their violence
3. Childhood Maltreatment
children who are physically or
psychologically abused are at
greater risk of developing
emotional or behavior disorders.
4. Additional family factors
when a parent is depressed, that
individual may lack the motivation
and energy to use effective child
rearing practices
extreme sibling rivalry develops
Characteristics of Individual with
Emotional and Behavior
Disorders (EBD)
1. Internalizing behaviors are
those characterized as
withdrawn or directed inward.
exhibit sad affect, depression
and worthlessness
cannot get mind off certain
thoughts, ideas and situations
cannot keep self from engaging in
repetitive and/or useless actions
suddenly cries, cries frequently or
displays totally unexpected and atypical
affect to the situation
Complains of severe headaches or other
somatic problems (stomachaches, nausea,
dizziness, vomiting) as a result of fear or
anxiety
Talks of killing self-reports suicidal
thoughts and/or is preoccupied with death
Shows decreased interest in activities that
were previously of interest
Is excessively teased, verbally or
physically abused, neglected and or avoided
by peers
Shows signs of physical, emotional
and/or sexual abuse
2. Externalizing Behaviors
are those characterized as directed
toward others, when students display
these behaviors, they generally bother
both teachers and other students.
Displays recurring pattern or
aggression toward objects or persons
Argues excessively
Forces the submission of others
through physical and/or verbal means
Is noncompliant with reasonable
request
Exhibits persistent pattern of
tantrums
Exhibits persistent patterns of
stealing, lying, and/or cheating
Frequently exhibits lack of self-
control and acting out behaviors.
“Special needs education cannot advance in
isolation. It must be part of an overall
educational strategy and, indeed, of new social
and economic policies. This requires a review of
the policy and practice in every subsector within
education, from pre-school to universities, to
ensure that the curricula, activities and
programmes are, to the maximum extent
possible, fully accessible to all.”
- Federico Mayor, Director General
UNESCO (1994)
“Never listen to people Who had the bad habit
of being Negative.
Because they STEAL The best Aspiration of your Heart.
Always remind yourself of the Power of the Words that
we hear or read.
Always choose to listen only to words that will
empower you to be
Better Person”
The kindness you give is not always the
same thing you get in return,
Sometimes its more, sometimes its less,
Worst, sometimes you get none at all.
But remember GOD said,
The one who willingly GIVES
is always more BLESSED than the one who
RECEIVES.
REMEMBER:
“A pupilshows by his own efforts how much he
deserves to learn.”
“One of the greatest blessings a CHILD can
have is a GOOD TEACHER.”
“Build competence + Commitment= Passion.
Passion makes the impossible possible.”
Let’s be partners in making a difference in the lives
of our children with Learning Problem. Let’s do it
with LOVE.
Thank you for listening.
