IDEA is the primary federal law that governs the education of students with disabilities in the United States. It requires states to provide a FAPE to all students with disabilities, including those with emotional disturbance.

An IEP is a written document that outlines a student's academic and functional goals, identifies their strengths and weaknesses, and determines their eligibility for special education services. It is developed by a team of professionals, including the student's parents or guardians, teachers, and other specialists.

Physical health problems are not a common characteristic of students with emotional disturbance. However, students with emotional disturbance may experience physical symptoms, such as headaches, stomachaches, and fatigue, as a result of their emotional distress.

School psychologists play a vital role in the education of students with emotional disturbance. They conduct psychological evaluations to identify the student's needs, provide counseling and therapy to help the student manage their emotions and behaviors, and develop and implement behavior intervention plans to help the student succeed in school.

Access to a continuum of services is not a legal requirement for the education of students with emotional disturbance. However, many states and school districts provide a continuum of services, such as special education classes, resource rooms, and homebound instruction, to meet the needs of students with emotional disturbance.

Due process protections are in place to ensure that students with emotional disturbance are evaluated fairly and accurately, placed in the appropriate educational setting, and receive the services they need. These protections include the right to an independent evaluation, the right to a hearing, and the right to appeal a decision.

Punishing the student for their behavior is not an ethical consideration in the education of students with emotional disturbance. Students with emotional disturbance often have difficulty controlling their emotions and behaviors, and punishment can make their problems worse. Instead, educators should use positive behavior interventions to help students learn appropriate behaviors.

The family plays a vital role in the education of students with emotional disturbance. Families can provide support and encouragement, participate in the development of the student's IEP, monitor the student's progress, and advocate for the student's needs.

Ignoring the student's emotional outbursts is not a best practice for teaching students with emotional disturbance. Emotional outbursts can be a sign that the student is struggling and needs help. Educators should address emotional outbursts in a calm and supportive manner, and they should try to identify the triggers that lead to the outbursts.

The goal of transition planning for students with emotional disturbance is to help students prepare for life after high school. This includes helping students develop independent living skills, find employment, and pursue higher education.

Good social skills are not a common challenge faced by students with emotional disturbance. In fact, many students with emotional disturbance have difficulty making friends and interacting with others in a positive way.

The teacher plays a vital role in the education of students with emotional disturbance. Teachers can provide a safe and supportive learning environment, implement the student's IEP, work with the student's family and other professionals, and advocate for the student's needs.

A physical examination is not a legal requirement for the evaluation of students with emotional disturbance. However, a physical examination may be necessary to rule out any medical conditions that may be contributing to the student's emotional disturbance.

A BIP is a written document that outlines the student's problem behaviors, develops strategies to prevent and respond to problem behaviors, and monitors the student's progress. BIPs are developed by a team of professionals, including the student's parents or guardians, teachers, and other specialists.

Good attention and focus are not a common characteristic of students with emotional disturbance. In fact, many students with emotional disturbance have difficulty paying attention and focusing in school.