An Emotional Impairment (EI) entails manifestation of behavioral problems primarily in the affective domain, over an extended period of time, which adversely affect the student’s education to the extent that he/she cannot profit from regular learning experiences without special education support.
The term “emotional impairment” may also include persons who, in addition to the above characteristics, exhibit maladaptive behaviors related to schizophrenia or other similar disorders. However, the term does not include persons who are socially maladjusted, unless it is determined that such persons also have an emotional impairment.
Explanation of Terms
. . . manifestation of behavioral problems primarily in the affective domain . . .
The affective domain includes areas such as emotional stability and control, interaction and response to others, problem solving, ability to work with others, and self-control (anxiety, depression, low self-esteem).
. . . over an extended period of time . . .
This phrase means the student has a history of symptoms or characteristics reflecting an emotional impairment that have been exhibited for at least ninety days.
. . . which adversely affect the student’s educational performance . . .
This phrase refers to those EI characteristics which interfere primarily with academic performance and/or social functioning in the school setting to a significant degree. This criteria refers to the frequency, duration or intensity of a student’s behavior in comparison to peers–that is, the impairment must be pervasive (continuing over time) and intense (overt, acute, observable). The adverse effect may be indicated by either reduced work production in the classroom or by lowered academic achievement.
Note: Private evaluations/DSM-V diagnoses do not by themselves qualify a student for an educational emotional impairment.