Transcript Anxiety Disorders - Inclusive Special Education Wiki

A discrete period in which there is the
sudden onset of intense apprehension,
fearfulness, or terror, often associated with
feelings of impending doom. During these
attacks, symptoms such as shortness of
breath, palpitations, chest pain or
discomfort, choking or smothering
sensations, and fear of “going crazy” or
losing control are present
DSM-IV-TR
 The
handouts provided are not intended
as a means for teachers to treat anxiety
but rather to as a means to better
understand their students.
 Teachers
are not charged with the
treatment of anxiety but can compliment
current therapies in their lessons.
Anxiety affects a person cognitively,
emotionally, physiologically and
behaviourally.
Anxiety is defined as a state of worry,
anxiousness and/or nervousness that can
lead to compulsive behaviour or attacks
of panic. It is generally future oriented in
that the individual feels threatened by
the potential of a negative event
(Firestone & Dozios, 2007).
 Pharmacotherapy
•
Anti-depressants, Benzodiazepines, Beta-blockers
 Cognitive-behavioural
•
Exposure
•
Cognitive restructuring
 Alternative
•
•
Yoga
Meditation
therapies
therapy
 School
Resources
 Provincial
Funding
 Community
Support
 Teachers
are typically the best resource
for classroom assessment: how the
student behaves and performs in the
classroom environment.
 Keep
a record of work and behaviour and
any utilized teacher assessment sheets
such as the one provided.
If a student is or appears to be
experiencing anxiety in the classroom
(discomfort, panic, distress), the first
response by the teacher should be
communication.
Communication should start with the
student but, if necessary, principals,
counsellors, resource teachers and
parents are all available channels.
Essentially, the objective is to determine
the cause of the anxiety and to respond
accordingly.
Resource teachers can:
•
Look over student cumulative file which may contain relevant
medical information and past history.
•
Collaborate and communicate with parents regarding plans,
recommendations, and/or concerns of the school.
•
Recommend medical professionals such as psychologists,
therapists and clinicians.
•
Apply for funding
Every student that receives provincial funding must have
an IEP form.
The Manitoba Education website has various sample
forms for teachers:
http://www.edu.gov.mb.ca/k12/specedu/iep/samples.html
The following slide is a simplified portion of an IEP form
provided by the University of Alberta’s website:
http://www.ualberta.ca/~jpdasddc/inclusion/resources/IEPPlanMatr
ixFull.pdf
IEP is a collaborative student plan
involving teachers, principles, resource,
parents or caregivers and any clinical or
mental health professionals involved in
treatment.
 Anxiety
disorders, or issues related to the
disorders, are not funded individually or
directly.
 Must
be part of a comorbid diagnosis; at
least 3 types of issues in order to receive
funding
 Funding
depends on the school division.
Winnipeg School Division has consultants who
are used to prepare funding requests which
then go to the Provincial Government
 Student
Services funding/decisions are
housed with the Province of Manitoba
 Funding
obtained on a grant basis
• Provincial government has a funding review
team
• Public and private schools can apply for
funding
• Money allocated on a cost/student basis
 Level
II and III funding for students is
available as support for students with
special needs who require and receive
extensive supports based on a
comprehensive educational needs
assessment.
 The
school requesting Level II or Level III
support for students with special needs
will complete an application form.
 The
completed application is forwarded
by school division/district administration
to a Funding Review Team.
-MECY
 Funding
eligibility criteria for Level II
support are based on the student's need
for individualized instruction for a major
part of the school day.
Students with the following conditions are
considered for Level II Support:
 Severe
multiple-disabilities
 Severely psychotic
 Moderate Autism Spectrum Disorder
 Other Anxiety Disorders
 Funding
eligibility criteria for Level III
Support are based on the student's need
for individualized instruction for the
entire school day, additional specialized
supports provided by the school
division/district, and programming
requirements significantly beyond those
established for Level II Support.



Student Services Grant combines several categorical
grants into a single grant
Provides greater flexibility to decide how to allocate
student services dollars. This flexibility will allow for
better matching of services to local needs and more
effective programming for students.
Assists students:
• With mild to moderate learning needs
• Considered “at risk” due to social, emotional,
behavioural, or physical factors that impact on their ability to
succeed in school
• Who require behaviour intervention in the early years
 Community-
based programs are
essential avenues that are providing
support and knowledge to children with
anxiety disorder as well as their families
and teachers.
 ADAM
is a self – help organization. For
more than 24 years ADAM has been
offering education, support and group
cognitive behaviour programs to help
reduce the impact of anxiety problems
on the lives of Manitobans.

“Manitoba division of The Canadian
Mental Health Association is part of a
nation-wide, charitable organization that
promotes the mental health and supports
the resilience and recovery of people
experiencing mental illness.”
provides consultation, assessment and
treatment services to children, adolescents and
families who are primarily experiencing the
full range of anxiety disorders.
finis