INTRODUCTION OF ISSUE

Students who suffer from Emotional and Behavioral Disorders, or EBD, very often find it
difficult to control their behavior and work as productive members of a classroom. EBD kids
commonly lack the impulse control and the emotional balance that is necessary to handle social
interactions with other students effectively. This can be challenging for a teacher, especially in an
inclusive classroom where only a portion of the students have EBD.
According to Aminahs issue, she have the major problem in her field. She is a trained
special education teacher in elementary school. The diagram below shown the chronology of the
Aminahs issue.

1)placed in a class of
five student

5)realized that she

need to relearn many
thing

2)wasnt sure about the differences

or similarities between learning
difficulties and behavior disorder

4)glanced through a few

act pertaining to special
education

3)insufficient
information in school
for her to refer to.

According to the issue, we can classify and see the problem deeply into two parties. The table
below show the analyses of Aminah and school issue.
Aminah
She is trained special education in an

elementary school

that

She wasnt sure about the differences and

disorder
School didnt prepare the enrolment form

similarities
learning

between
difficulties

students
and

with

students

have

behavior

in the categorization of students

terminologies and also knowledge on

prevalence, definitions, causes and act.
She need to relearn many things about

these

behavior

disorder
She lack of knowledge and about two

School
She was told by senior teacher in school

School failed to give clear information to

Aminah

School simply gave the Emotional and

act of special education and information

Behavior Disorder (EBD) labeling on

from local ministries and other countries

these student.

From the analyses that shown, so we can identify three major issues that Aminah face. The issues
are:1. Aminah was confuse with the two terminologies of learning disability and behavior
disorder
2. Aminahs level of competency as special education teacher (weak basic knowledge of
LD/BD)
3. No proper assessment and documentation from the senior teacher when labelling the
student
So, when we have found the issues that Aminah face it, so we will discuss about hypotheses,
learning objectives, and action plan for every issues.

CONCLUSION

In conclusion, teaching children with emotional and behavioral disorders can be extremely
challenging. In Aminah case, we can conclude that the problem come from many parties such as
Aminah, school, senior teacher and ministry. So as teacher in special education field, we must
prepare themselves with important knowledge, skill and they need to know how to handle and
threat the student with EBD in the classroom. For example give the rules and routines, reward
positive behaviour and others. Therefore, as teacher we must constantly update their knowledge
in order to do a good job and to develop their teaching profession and student academic
performance.
Besides that, as teacher, we may share the knowledge with the team so that they can
developed is truly functional and meaningful. If teacher are facing a problem, it almost certain
that others have faced similar problem. During a peer assist, a group of people who are
committed to sharing their experiences come together so that you can respond effectively to your
problem.
Furthermore, the management of school should prepare the enrolment form in
categorization of student. This is because it will make easier for teacher to identify and trace
student who have the problem in EBD or academic. So, when they identify the student, they
cannot be simply judge and labelling the student without do anything. As a teacher, we must
avoid from labelling student because, they come from various background and they also have
different personality. Before judge and labelling student, teacher need to do some test,
observational data or parent interview.