Which three characteristics may children with emotional disabilities exhibit according to the Individuals with Disabilities Education Act (IDEA) requirements?

Children with emotional disabilities may exhibit difficulty building or maintaining interpersonal relationships with peers or adults, which aligns with the criteria established in the Individuals with Disabilities Education Act (IDEA). This characteristic reflects the challenges that these children often face when it comes to social interactions and forming meaningful connections, which are pivotal aspects of their emotional and social development.

The emphasis on interpersonal relationships is crucial, as emotional disabilities can lead to behaviors that interfere with communication, trust, and connection with others. These challenges may manifest as social withdrawal, inappropriate responses in social situations, or difficulty in interpreting social cues, all of which contribute to their struggles in developing and maintaining relationships.

Other characteristics outlined in the IDEA framework include an inability to learn that is not explained by other factors, such as intellectual or health issues, which focuses on educational performance rather than social skills. Additionally, challenges related to phonological awareness are more indicative of specific learning disabilities rather than emotional disabilities. The tendency to be easily distracted in group settings does not specifically address emotional challenges but rather speaks to attention-related issues, which may not be unique to emotional disabilities. Thus, the focus on interpersonal relationships is a primary characteristic of emotional disabilities as recognized by IDEA.