Comparison of Definitions
The federal definition and the alternative definition proposed by national
mental health and special education organizations have the following important
differences:
Social Maladjustment
Perhaps the most controversial aspect of the federal definition is the
exclusion of children with "social maladjustment." "Social
maladjustment" has been mistakenly equated in many states with the
mental health diagnosis of conduct disorder.49
The alternative definition deletes the reference to social maladjustment
and thus eliminates the need to make a meaningless distinction.
Measures of Achievement
The federal definition focuses on academic performance while the alternative
definition broadens the criteria used to measure the impact of the child's
disorder on educational achievement. It emphasizes the child's adaptive
skills that result in an ability to learn.
Cultural Factors
There is no reference in the federal definition to cultural factors
that may influence a child's behavior. Cultural traits, behaviors and
beliefs are likely to be interpreted as problems to be overcome. This
can lead to misidentification and differential placement rates between
children of different backgrounds.50 The alternative
definition encourages schools to incorporate an assessment of the impact
of cultural norms on the child's behavior.
Normative Measures
There is no reference in the federal definition to whether the child's
behavior differs substantially from the normal behavior expected of his
or her peers, in terms of age and other developmental factors. The alternative
definition includes age as well as cultural or ethnic norms.
Behavior in Different Settings
The federal definition fails to acknowledge that children behave differently
in different situations, and may react differently in school than they
do at home or in the community.51 The alternative
definition allows the child's behavior to be assessed in various school
settings— classrooms, lunchroom, playground—and, if parents
raise these issues, in home and community as well. The alternative definition
also safeguards against identifying a child due to behavior that only
manifests itself in a particular classroom.
Eliminating Transient Problems
The federal definition requires that certain characteristics be displayed
by the child "to a marked degree," but this term is not defined.
The federal definition does not discriminate between problems caused by
a significant and long-lasting disorder or emotional disturbance and those
that are temporary and a natural reaction to a specific event in the child's
life. Children with problems that are temporary responses to stress would
be excluded under the alternative definition. Those responding to outside
events, such as divorce, death or natural disaster, may need mental health
counseling but likely are not in need of special education and related
services.
Children from Birth to Age Six
The federal definition makes no mention of very young children, ages
0-6, who may have mental/emotional disorders that qualify them for special
services under the IDEA. The alternative definition recognizes this age
group and makes reference to the need to assess very young children in
appropriate settings, such as preschools or day care.
Duration
The federal definition requires that a child exhibit problems for
"a long period of time" but does not indicate what this means.
The alternative definition deletes this phrase as unnecessary and unhelpful.
Instead, the alternative definition measures the significance of the child's
disability and its impact on the child's ability to learn.
Pre-Referral Services
The federal definition makes no reference to providing services to
children in the regular classroom before identifying them under the IDEA.
The alternative definition requires pre-referral interventions, except
in cases of obvious serious difficulties. It therefore encourages early
preventive measures found through research to be effective.
Diagnosis
The federal definition references schizophrenia as a diagnosis included
within this IDEA category. The alternative definition includes a broader
but non-exhaustive list of disorders that can qualify a child because
classroom programs for children with many mental/emotional disorders have
much in common. The longer list of diagnoses would also enable schools
to more readily recognize the significant group of children who have a
co-morbidity and who qualify under more than one IDEA category. For example,
many children with ADHD also have conduct disorders.
|
