Why administrators do not train their educators with the necessary skills to offer bipolar students a structured academic plan to improve their grades?

by

ACKNOWLEDGEMENT

I would take this opening to express gratitude my study supervisor, family and associates for their support and guidance without which this study would not have been possible.

DECLARATION

I, [type your full first titles and last name here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for learned examination in the direction of any qualification. Furthermore, it represents my own attitudes and not inevitably those of the University.

Signed __________________ Date _________________

ABSTRACT

The severity of symptoms in bipolar disorder, which can severely impact a child's social and educational adjustment, necessitates an in-depth understanding of this disorder for all educators. Experts in bipolar disorder have recommended various accommodations that can mediate the effects of this disorder on classroom performance and promote successful outcomes for children. In this analogue case study, 30 administrators completed a survey in which they were presented with varying levels of information about bipolar disorder and then rated their likelihood of providing various classroom accommodations. Demographic data and information on such factors as teaching and special education experience was collected to explore how these factors interacted with teachers' likelihood of providing classroom accommodations. Thus, a qualitative research study is conducted with the administrators offering necessary skills to their educators for teaching the students suffering from the bipolar disease. Further research is needed with larger and more diverse samples, and the effectiveness of the expert-recommended accommodations for students with bipolar disorder also should be investigated.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Problem Statement1

Background of the Research1

Aim of the Research2

Research Objectives2

Research Question3

Layout of the Report3

CHAPTER 2: LITERATURE REVIEW5

Introduction5

Administrators and Educators10

Educational Laws for Special Needs Students11

Mania of Bipolar Disorder12

Co-Diagnosis with Bipolar Disorder12

Behavior in the Classroom13

Structured Classroom13

Unstructured Classrooms14

Teaching instructions for bipolar students15

CHAPTER 3: METHODOLOGY17

Research Design17

Research Strategy17

Qualitative Data Analysis17

Sample18

Surveys18

CHAPTER 4: CRITICAL ANALYSIS AND DISCUSSION20

Analysis20

Discussion21

CHAPTER 5: CONCLUSION25

REFERENCES31

APPENDIX35

CHAPTER 1: INTRODUCTION

Bipolar disorder is part of the family of mood disorders and causes extreme shifts in mood, energy level, and behavior (McClellan, Breiger, McCurry & Hlastala, 2003). A child or adolescent with bipolar disorder may experience frequent changes in mood ranging from an elated manic state to a severely depressed state (Fristad, Gavazzi & Mackinaw-Koons, 2003); alternatively, these symptoms can occur simultaneously. Bipolar disorder can be quite severe, with children experiencing symptoms of both manic and depressive moods and even psychotic features such as hallucinations and delusions (Mcintosh & Trotter, 2006). The severity of symptoms in bipolar disorder combined with the heightened risk for suicide attempts necessitates an in-depth understanding of this disorder for all educators. This study deals with the training skills of the students suffering from the bipolar disorder and the role of administrators and educators in this training.

Problem Statement

The problem statement of the study pertains to conducting the research in order to study the reasons regarding why administrators do not train their educators with the necessary skills to offer bipolar students a structured academic plan ...