Art-Making Abstract

Jay Liedel with Devin Arkenburgh, Kerriah Beahm, Tyler Beans,

Jacob Burgess, Brandon Domer, J.R. Kramer, Alivia Michaels, Gavin
Yarnell, and Nicole Wilson
Title: Which song do you hear?
Metaphor: Students labelled with ED are like a song with two parts
Artist mentor: Daiv Whaley
Stance: Children identified with Emotional Disturbance (ED) often
do not receive appropriate resources to support their learning.
Some students attend school and present with such challenging
behaviors that at times, they may disrupt the learning environment. How do
schools serve children who may demonstrate, what is perceived as,
challenging behaviors? Often times, these students are labeled as
emotionally disturbed (ED) and are recipients of special education services.
Unfortunately, children who are identified as emotionally disturbed are often
under identified (Forness, Paparella, Kauffman, & Walker, 2012). It is
estimated that identification appears restricted to less than the bottom tenth
of all children in need (Forness et al., 2012). Yet as White, Asian, and
Hispanic are under identified, Black students are often over identified (May,
Forness, McCabe, & Hough, 2004).
These numbers are significant in that in America, we know that where
you go to school matters with regard to what type of education you
experience and students who have been identified have significantly worse
outcomes as adults (Conroy, Dunlap, Clarke, & Alter, 2005). Also, Black
students who struggle in school are susceptible to what has been described
as the school to prison pipeline (Wilson, 2014). Students who are identified
with ED have higher mobility rates, (they move schools more), (Malmgren &
Gagnon, 2005) and are likely to be placed in an alternative school (or
separate facility). Much debate, yet little data exists as to why students
identified with ED are placed in alternative schools (Hoge, Liaupsin, Umbreit,
& Ferro, 2014).
Throughout special education, resources are always linked to the terms
free appropriate public education (Fan, 2014). My art-making focuses on
the injustices experienced by students who are labeled as ED. They do not
often receive the appropriate support and resources they need. The main
resource these students need are advocates (including educators) who truly
understand the nature of their educational challenges. This is elusive. There

is a history of stigma associated with mental illness and when presented with
challenging behaviors, many react with a lack of empathy, patience, and
understanding (Corrigan, Watson, Byrne, & Davis, 2005).
Social psychology informs us that all human behaviors occur in context
of relations with others and the environment (Baron, Byrne, & Suls, 1989). In
many cases, students act out in socially inappropriate ways related to their
trauma history and their lived experiences. In some cases, students
experienced serious abuse and neglect and for others, living with a mental
illness may cause trauma. Either way, it is important that we see beyond
inappropriate behaviors and learn to know these students as human beings
versus being defined by their struggles. The first step is understanding the
need to avoid the question Whats wrong with you?, and focus on the
whole child by asking, Tell us about you. This way, the child is afforded
spaces to share strengths, talents, and lived experiences.
As educators, we know that early and positive intervention is effective
when working with young people who display inappropriate behaviors
(Conroy et al., 2005). This is the focus of my art-making. People (including
educators) struggle to remain positive when working with children identified
with an emotional disturbance. For those who engage in this work in schools,
teachers and school leaders tend to understand children as problems and
are often blind to the lived experiences of the children they serve.
We welcome you to listen to this original song titled, Which song do
you hear? as a way to showcase our students brilliance beyond their label
of emotional disturbance. Our students should never be defined by their
aggression or outbursts, because they are human beings with goals, dreams
and strengths. This art-making showcases the voices of real children who are
labelled with having emotional differences. They have feelings. They are
valuable assets to our community and should be valued, honored and
cherished. Please, lets listen to the whole song.

References
Baron, R. A., Byrne, D., & Suls, J. (1989). Attitudes: Evaluating the social world. Baron et
al, Social Psychology. 3rd edn. MA: Allyn and Bacon, 79-101.

Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. J. (2005). A Descriptive
Analysis of Positive
Behavioral Intervention Research With Young Children With Challenging
Behavior. Topics In Early Childhood Special Education, 25(3), 157-166.

Corrigan, P. W., Watson, A. C., Byrne, P., & Davis, K. E. (2005). Mental Illness
Stigma:
Problem of Public Health or Social Justice?.Social Work, 50(4), 363-368.
Fan, D. (2014). NO IDEA WHAT THE FUTURE HOLDS: THE RETROSPECTIVE
EVIDENCE
DILEMMA. Columbia Law Review, 114(6), 1503-1547.
Forness, S. R., Freeman, S. N., Paparella, T., Kauffman, J. M., & Walker, H. M.
(2012). Special
Education Implications of Point and Cumulative Prevalence for Children
With Emotional
or Behavioral Disorders. Journal Of Emotional & Behavioral
Disorders, 20(1), 4-18.
doi:10.1177/1063426611401624
Hoge, M. R., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2014). Examining
Placement
Considerations for Students With Emotional Disturbance Across Three
Alternative
Schools. Journal of Disability Policy Studies, 24(4), 218-226.
doi:10.1177/1044207312461672
Malmgren, K., & Gagnon, J. (2005). School Mobility and Students with
Emotional
Disturbance. Journal Of Child & Family Studies,14(2), 299-312.
doi:10.1007/s10826-005
5058-0
May, Y., Forness, S. R., Judy, H., McCabe, K., & Hough, R. L. (2004). Parental
Etiological
Explanations and Disproportionate Racial/Ethnic Representation in
Special Education
Services for Youths with Emotional Disturbance. Behavioral
Disorders, 29(4), 348-358.
Wilson, H. (2014). Turning off the School-to-Prison Pipeline. Reclaiming
Children &
Youth, 23(1), 49-53
Wilson, H. (2014). Turning off the School-to-Prison Pipeline. Reclaiming
Children & Youth, 23(1),49-53.