Identification and Intervention of Children with Emotional and Behavioral Disorders: Practices and Challenges in Primary Schools

Abstract

Identification and support of students with emotional and behavioral disorders (EBD) in integrated schools is a complex and challenging process. Investigation of identification and intervention practices and challenges for children with EBD in primary schools of Boloso Bombe Woreda was the main focus of this study. An explanatory design (QUAN, qual ) of a mixed research approach was employed.Purposive, available, and simple random sampling techniques were used to select 21 students with EBD, 21 parents, 50 teachers, 7 special needs education experts, and 7 principals.  Data obtained through questionnaires, interviews, FGD, and observation were analyzed using both quantitative and qualitative techniques. The result of the study revealed that the identification and intervention practices were leveled as poor and very traditional. This low level of implementation manifested by lack of awareness on the identification and intervention techniques, knowledge gap on the types, causes, symptoms of EBD, problem in implementation identification and intervention techniques, lack of on-job training on how to identify and intervene students, absence of IEP teams, poor adaptation and modification of the instruction, negative attitude towards children with EBD, lack of effective monitoring and support by administrative, large number of students in a class, insufficient counselors and special needs education experts, and poor stockholders involvement. These results indicate identification and intervention practices for children with EBD lacks great attention. To ameliorate the problem contextualizing standard identification tools, organizing IEP teams, hiring well trained special needs experts and principals, creating attractive instructional environment, adaptation and modification of the curriculum, and monitoring and evaluation of the strategy’s effectiveness are crucial.