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Special Education Resource Book

Special Education Resource Book. Educ-251. Contents. Mental Retardation…………..…..…………………………….pg. 3 Talented and Gifted………………………………………….....pg. 4 Learning Disabilities…………………………………………….pg. 5 Emotional/Behavioral Disorders..……………………………pg. 6-7 Speech and Language Impairments….…………………………pg. 8

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Special Education Resource Book

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  1. Special Education Resource Book Educ-251

  2. Contents Mental Retardation…………..…..…………………………….pg. 3 Talented and Gifted………………………………………….....pg. 4 Learning Disabilities…………………………………………….pg. 5 Emotional/Behavioral Disorders..……………………………pg. 6-7 Speech and Language Impairments….…………………………pg. 8 Hearing Impairments…………………………………………...pg. 9 Visual Impairments……………………………………………..pg.10 Autism…………………………………………………………..pg. 11 Traumatic Brain Injury……...………………………………….pg. 12 ADHD…………………………………………………………...pg. 13

  3. Mental Retardation Teaching Techniques and Accommodations - Students with mental retardation benefit from the same techniques used to help students with learning disabilities, ADD, and autism. Breaking tasks into small steps and mastering them before moving on is very beneficial. -These students do not do well with auditory instruction. Use as much visual and kinesthetic instruction as possible. - Use immediate feedback so students make connections between their answers and behavior. - Pair the student with partners that can help him and support him in group activities. -Use organizers/sticky notes to help remind the student what their task is and the amount of time they have to complete it. -Pay attention to lighting and noise which often distracts these students. Seat them where there are minimal distractions, corners work best. -Color code and use visual pictures around the classroom. IDEA’s definition: ". . . significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance." Characteristics: -Students are significantly limited in intellectual functioning and in adaptive behavior like conceptual, social, and practical skills. Little to no physical limitations. -Communication and social skills along with personal care are often difficult for these students. -Originates before age 18. -Intellectual ability should be diagnosed by an IQ test but this should not be the sole indicator. A score below 70 is considered mental retardation Also look at adaptive behavior. -Limitations must be considered in context with the students peers. -With early intervention many individuals can learn to live on their own. They can learn, it may just take longer. Organizations http://www.aamr.org/ 501 3rd Street, NW Suite 200 Washington, D.C. 20001Telephone: 202/387-1968 or 800/424-3688 Fax: 202/387-2193 http://www.councilonmr.org/whowe.htm The Council on Mental Retardation1151 South Fourth Street, Louisville, Kentucky 40203-2997 Phone: (502) 584-1239  Fax: (502) 584-1261 http://www.thearc.org/NetCommunity/Page.aspx?pid=183 The Arc of the United States 1010 Wayne Avenue, Suite 650Silver Spring, MD 20910Phone: (301) 565-3842 / (800) 433-5255 Fax: (301) 565-3843 / (301) 565-5342 Resources http://www.aafp.org/afp/20000215/1059.html http://parentpals.com/gossamer/pages/Detailed/688.html http://uscm.med.sc.edu/CDR/mentalretardation.html#kids

  4. Talented and Gifted Teaching Techniques and Accommodations • In classrooms with talented and gifted students, differentiation can be a huge help. Start with where students are, not just with where the textbook says they should be. • Use instruction that increases higher-level thinking and problem solving skills. • Flexible grouping allows for students to learn from others and be challenged, but be sure to change the groups up from subject to subject. • Use tiered assignments so students with different abilities can all be challenged at their own level. • Increase the level of challenge, never the amount of work given to them. • Curriculum compacting is helpful in allowing the teacher to start with what students know rather than teaching them what they already know. Pre-assessment is key. • These students need to interact with other students that share their interests and abilities. A pull-out program is often beneficial for this purpose. Keeping them in the classroom all day every day could limit their potential learning ability. • Acceleration, enrichment, sophistication, and novelty are all methods of modification that can be beneficial for certain gifted and talented students. • Be aware of the pace you teach at. Make sure slow learners aren’t being rushed and gifted learners aren’t becoming bored. Find unique ways of presenting info for both types of learners. Definition: Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. Characteristics: -Students must be assessed in several ways so appropriate planning and instruction can be provided to best suit them. Especially use off-level testing (tests beyond grade level performance). - Students may be bored or enthusiastic with learning, inconsistent in work because they think its too easy, complete work quickly and correctly, disruptive because they aren’t being challenged, isolated because they have a hard time relating to others, perfectionists, abstract thinkers, curious, and understand info quickly. -Just because a student is a ‘good’ student and does well, doesn’t necessarily mean they are gifted or talented. • Organizations • http://www.nsgt.org/about.asp • National Society for the Gifted & Talented™River Plaza, 9 West Broad Street Stamford, CT 06902-3788 • Phone: (800) 572-6748 Fax: (203) 399-5590 Email: emusella@nsgt.org • http://www.tagfam.org/ • Kit Finn (director@tagfam.org) • http://www.cectag.org/ • The Association for the GiftedOne Bear Place 97304, Burleson 216 Waco, TX 76798-7304 Susan_Johnsen@baylor.edu • Resources • http://www.cec.sped.org//AM/Template.cfm?Section=Home • http://www.migiftedchild.org/faq2/kindergarten/ • http://www.gifted.uconn.edu/nviews/nviews.html

  5. Learning Disabilities Learning Strategies and Accommodations • Cognitive training works well for these students. This strategy helps students change their typical pattern of thinking to learn new info. Students talk aloud while working through the task and reward themselves. It’s intended to increase student’s awareness of their own behavior and thinking process. Mnemonic strategies are an example and work really well. • Direct Instruction is another strategy LD students work well with. Direct instruction is highly controlled, organized, and scripted. The student is drilled and then practices and focuses on one specific concept to be learned. A lot of repetition is involved. This strategy is helpful because it is so straight-forward and unambiguous but can quickly become boring. LD students often need this though because they can’t otherwise perceive things. • It is important to realize that LD kids often have a hard time processing language. Therefore when asked a question, it is usually answered by some other student because the LD student was still processing the question. Make sure to leave thinking time between asking a question and getting an answer. • LD students do not like surprises and become anxious quickly, which doesn’t allow thinking to happen. Only ask them questions you know they can answer. • Break learning into small steps, model strategies/behavior, give feedback often, and find out how the student learns best. Maybe auditory learning is much easier than visual because reading is difficult and it makes much more sense when they hear it read aloud. Learning disabilities are hard to define but common components in definitions include: -Intellectual function within normal range -Significant gap (discrepancy) between ability and actual achievement. -Exclusionary clause (not caused by other factors) -Difficulty learning in one or more areas. -Usually a central nervous system dysfunction is present. This group of students makes up the largest group within special education (almost 50%). Each school will have 1-30% of its students with learning disabilities. Causes: Acquire trauma, biochemical abnormalities, genetics, and environmental possibilities such as malnutrition and lack of quality instruction in previous education. Characteristics of students with LD’s: -Attention difficulties -Poor motor abilities -Information processing difficulties -Lack of cognitive strategies -Reading difficulties -Math difficulties -Written language problems -social skills deficit -All of these can result in low-self esteem or low social competency. Organizations http://www.ldanatl.org/aboutld/teachers/index.asp Learning Disabilities Association of America4156 Library Road Pittsburgh, PA 15234-1349 Phone (412) 341-1515 Fax (412) 344-0224 http://www.ldonline.org/ LD OnLine WETA Public Television2775 S. Quincy St. Arlington, VA 22206 Fax: 703-998-2060 http://www.ncld.org/ National Center for Learning Disabilities381 Park Avenue South Suite 1401 New York, NY 10016 Ph: 212.545.7510Fax: 212.545.9665 Toll-free: 888.575.7373 Resources http://www.ldresources.org/ http://www.additudemag.com/topic/adhd-learning-disabilities/adhd-teachers.html

  6. Emotional/Behavioral Disorders Definition of Emotional Disturbance: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: --An inability to learn which cannot be explained by intellectual, sensory, or health factors. --An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. --Inappropriate types of behavior or feelings under normal circumstances. --A general pervasive mood of unhappiness or depression. --A tendency to develop physical symptoms or fears associated with personal or school problems. Classifying emotional and behavioral disorders can be difficult. The DSM-IV-TR is the most widely used. Factors of emotional and behavioral disorders: -Biological -Psychosocial -Family Size - Poverty - Overcrowding Emotional and Behavioral disorders are very hard to define because of the ambiguity of ‘normal’ behavior. Cultural norms also make it difficult to define. 4 Dimensions of a Behavioral Disorder -Frequency -Intensity -Duration -Age-appropriateness There is a difference between a disturbing and disturbed behavior. Disturbing: The behavior occurs in a certain place and time around certain people. Disturbed: The behavior occurs in many settings. It’s habitual. Usually these disorders aren’t considered in special education. They are often under identified. Less than 1% receive special help. Externalizing Disorders= “under controlled” like, aggression, temper, acting out, non-compliance. Internalizing Disorders= “over controlled” like social withdrawal, depression, and anxiety. • Assessing EBD’s: • Use many methods and sources (teachers, parents, peers, etc…) • Person-centered Planning: Look at vision for students future, not just next years goals. • Strength-based assessment: Look at strengths and not only the student’s weaknesses. • Functional-Behavior assessment: Identify the antecedent and consequences of the behavior to look for prevention.

  7. Characteristics of students with EBD’s: -They tend to score below average. -They might also have a learning disability. -They have difficulty building and maintaining relationships. -They use fewer words per sentence. -They have difficulty staying on topic. -They often use inappropriate behavior. Resilient children can often withstand adverse circumstances and still be ‘normal’ because they are: -Socially competent -Excellent problem solvers -Autonomous (strong identity) -Good at setting high and clear goals. Prevention Primary Prevention- reduce new number of cases of problem behavior. Secondary Prevention- minimize the possibility that high risk students will engage in misbehavior. Tertiary Prevention: Target specific student behavior. • Organizations • http://www.ldonline.org/article/6033 • LD OnLine WETA Public Television2775 S. Quincy St. Arlington, VA 22206 Fax: 703-998-2060 • http://www.ffcmh.org/ • Sandra Spencer, Executive DirectorOffice: 240- 403-1901    E-mail: sspencer@ffcmh.org • http://www.aacap.org/ • The American Academy of Child and Adolescent Psychiatry3615 Wisconsin Avenue, N.W. Washington, D.C.20016-3007Phone202.966.7300\ • Resourceshttp://www.mnccbd.org/view.php3?nt=1238535380 • http://www.gradebook.org/Emotional%20Disability.htm • http://www.nlm.nih.gov/medlineplus/childbehaviordisorders.html Learning Strategies & Accommodations -Time management is key. Keeping the student on task doesn’t allow time for misbehavior. Keep transitions smooth as well. Give them specific directions for routines between subjects and activities and then reward them. -Keep the student close to you and make sure you can see all students at the same time. The front and center row are key spots to place students. Also be sure to remove any tempting or dangerous items. -Create a nice ambience. Focus on good colors/ temperature/ odor/ and organization. -Pay attention to the instructional cycle you use. Be sure to state goals, review learning, introduce new stuff in small steps, ask questions, give lots of practice time, and give encouraging feedback. -Make use of mnemonic strategies, self-monitoring checklists, curriculum based measurement, and content enhancements (graphic organizers, diagrams, and maps). -Be sure to teach thinking skills, social skills, and conflict resolution too! -Love and care for the students….this in itself can make a big difference!

  8. Speech & LanguageImpairment Learning Strategies and Accommodations: -Reduce distractions in the classroom and have students sit where they can focus best. Earplugs may help reduce noise. A seat close to teacher but away from window/door can help too. -Get students attention before giving directions, speak slow and clear, and use simple directions in a logical sequence. -Use visual aids, emphasize key words, use gestures, adjust loudness and make transitions clear to help students better comprehend. -Check comprehension by asking child to repeat or summarize directions, encourage child to ask questions for clarifications, and don’t ask child to listen and write at the same time. -Avoid showing the child you are frustrated with them. Prevention: Biological preparation, successful nurturance, sensorimotor experiences, and linguistic experiences help aid in preventing speech and language disorders. Characteristics of Speech/Lang. Disorders: • Difficulty expressing thoughts and understanding what others say. • Lack specificity, frequently hesitates, and jumps from topic to topic. • Afraid to ask questions, repeats info again and again, limited vocabulary use. • Can’t follow directions, confuses sounds of similar letters, can’t think abstractly, doesn’t respond to questions appropriately. 20% of children in special education are served for language/speech impairments. Receptive Language- ability to understand spoken communication Expressive Language- Production of language that is understood by others. Definition: an impairment in the ability to receive, send, process, and comprehend concepts or verbal, non-verbal, and graphic symbol systems. Speech = expression of language with sounds. Includes phonation, articulation, and breathing. Language = a code used to represent ideas of the world. Includes phonology, morphology, semantics, syntax, and pragmatics. Communication = is the exchange of ideas, info, thoughts, and feelings. 3 types of speech impairments: -Articulation Disorders (errors in the production of speech sounds.) -Fluency Disorders (difficulty with the rhythm and timing of speech) -Voice Disorders (problem with the quality of one’s voice, results from the larynx.) Language Disorders: Phonological disorder- significant deficit in speech production or perception. Apraxia of Speech- a neurological phonological disorder because of an impairment to select, program, and execute speech muscles to produce sounds. Semantic Disorder- poor vocab development. Syntactical deficits-problems with word order and subject- verb agreement. Pragmatic Difficulties- problems using language in different social contexts. (eye contact, standing close to people, etc.) CAPD (Central Auditory Processing Disorder) involves how we use and interpret auditory info. • Organizations • http://www.ncvs.org/ • National Center for Voice and Speech The Denver Center for the Performing Arts 1101 13th Street Denver, Colorado 80204 #303.446.4834 • http://www.nidcd.nih.gov/health/voice/ • National Institute on Deafness and Other Communication Disorders31 Center Drive, MSC 2320 Bethesda, MD USA 20892-2320E-mail: nidcdinfo@nidcd.nih.gov • http://www.ldonline.org/article/6313 • LD OnLine WETA Public Television2775 S. Quincy St. Arlington, VA 22206 Fax: 703-998-2060 • Resources • http://school.familyeducation.com/learning-disabilities/nervous-system/38574.html?eld09113 • http://www.speechtx.com/ • http://www.stutteringhelp.org/

  9. Hearing Impairments Characteristics of Hearing Impaired Students: -No difference in intelligence compared to classmates. -Articulation, voice quality, and tone discrimination may be limited or difficult for these students. -Less language interaction with peers. They prefer to play in groups of 2 or less. Tend not to ‘pretend’ because it’s hard for them to script situations. -Usually these children are 3-4 years below their average grade level when it comes to educational achievement. Reading is the most negatively affected area of learning. -Lack of following directions, straining ear/head to hear. -Frequent ear aches. Assessment: -Hearing screening -Hiskey-Nebraska Test of learning aptitude -Wechsler Intelligence Scale for Children -Stay away from testing only verbal abilities Causes: -Genetics, infections, developmental abnormalities, and traumatic factors. Artesia is the narrowing of the external ear canal. Learning Strategies/Accommodations: -Hearing aids -Sign Language/Finger Spelling -Sound Field Systems (teacher wears a small microphone and her voice is transmitted to speakers strategically placed around the room. -Special Vibrating Devices (alarm clocks/wrist watch) -Many software programs and TV captions help. -If student lip reads have them sit where they can see the teacher well. -Use many visuals and present new info in small steps. -Reduce excessive noise/background noise as much as possible. -Repeat information often and speak loudly if child is far away. Organizations: • http://www.agbell.org/DesktopDefault.aspx Alexander Graham Bell Association for the Deaf and Hard of Hearing3417 Volta Place, NW Washington, DC 20007 Tel: 202/337-5220 • http://www.nidcd.nih.gov/ National Institute on Deafness and Other Communication Disorders 31 Center Drive, MSC 2320 Bethesda, MD USA 20892-2320 E-mail: nidcdinfo@nidcd.nih.gov • http://www.nad.org/site/pp.asp?c=foINKQMBF&b=91587 National Association of the Deaf 8630 Fenton Street, Suite 820 Silver Spring, MD 20910 By Phone 301.587.1788 Resources: • http://www.handspeak.com/ • http://www.hearingaidscentral.com/hearingdiseasesanddisorders.asp • http://deafness.about.com/ Hearing Impairment = disordered hearing. deaf = hearing loss that affects educational performance and is so severs that child can’t produce linguistic info through hearing with or without hearing aids. Deaf= those identified with deaf culture. Deaf is an inappropriate term if the loss is only mild or moderate. Residual hearing is the remaining usable hearing. People with this are considered hard of hearing. Minimal hearing loss: Difficulty hearing spoken language at a distance or with background noise. Conductive hearing loss: caused by a blockage and ear can’t transmit sound due to swelling, infection, or stuck object. Sensorineural hearing loss: caused by disorders of the inner ear and the auditory nerve that transmits pulses to the brain. Sounds are usually distorted. Central hearing Disorder: the result of difficulties in the central auditory nervous system between the brain stem and auditory cortex in the brain. People can possibly hear but are not able to make sense of speech. Audiologist: primary specialist in evaluating hearing loss and determining impairment. Audiogram: Graph that determines if loss is present.

  10. Visual Impairments Characteristics: -Unusual turning of the head -Reading too close to the face -Rubbing eyes/watery eyes -Frequent headaches -Squinting/difficulty copying info -Poor Posture -Difficulty with color identification - Failure to make eye contact -Eating skills, dressing skills, and social skills are often lacking. -These students often feel lonely. Assessment: -Snellen chart (20 ft. distance test) -Functional vision: how well students use vision to complete a task (test near/far and individual/group) Learning Strategies/Accommodations: -Use as much auditory instruction as possible. -Extend time limits on test/assignments for students (only 1.5 or 2 times longer that rest of class). Help them feel less pressure. -Have the child sit where they can see best. -Allow child to use a magnifying glass/Abacus/walker or stick to get around. -Use Braille instruction if possible. -Use bolded material/text -Increase print size/ use larger print -Use tactual learning -Books on tape are a great accommodation for reading instruction. Organizations: http://www.afb.org/ American Foundation for the Blind Tel: (212) 502-7600 E-mail: afbinfo@afb.net 11 Penn Plaza, Suite 300 New York, NY 10001 http://www.spedex.com/napvi/ contact napvi@perkins.org http://www.horizons-blind.org/about_icbv.php Horizons for the Blind 2. N. Williams Street Crystal Lake, Illinois 60014-4401 (815) 444-8800 Resources: http://www.associatedcontent.com/article/541865/teaching_strategies_i_have_used_with.html?cat=4 http://www.lighthouse.org/ http://www.seedlings.org/ Visual Impairment= people who can’t see well even with correction. This includes partial sight and blindness. Visual Acuity: Ability to visually perceive details. Visual Field: Amount you can see up, down, left, and right while looking straight. Fixation: Difficulty focusing on an object. Low vision: visual impairment interferes with ability to do everyday activities. Cataracts: blurred vision (squinting) Glaucoma: Increased pressure in eye. (headaches, cloudy lens) Optic Nerve Atrophy: Loss of central and/or color vision. Albinism: Partial absence of pigment. Retinopathy of Prematurity: Loss of peripheral vision/total blindness. Photophobic: sensitive to light, iris is malformed. Prevention: 1. Early Detection- vision screenings 2. Eye Safety Prevalence: (.4% of students with a disability have a vision impairment.) 2/3 of Children also have another disability along with vision problems.

  11. Autism Characteristics of students with Autism: - Mental age is lower which results in low concentration and activity level. • Hyperlexia: the ability to read without informal instruction. • Theory of Mind: Don’t understand other people’s thoughts and perspectives. • Mood swings; giggling and weeping for no reason. • Pica: eating of non-edible food. • Echolalia: reversal of pronouns. • Repeat or get stuck on a thought. • Speech is flat, abnormal in rhythm, and has odd intonation. • Preoccupation with one specific topic or routine. • Repetitive motor mannerisms. • Lack of fear. • Sensory Deficits Teaching Strategies/Accommodations: -Teach in a place that is structural, predictable, and geared to their level of understanding. -Structure their tasks, teach them ‘how to learn’. -Ensure safety- many young students don’t even recognize their own name when called. -VOCA’s are devices that can be programmed to produce speech. -Use pictures and sign language to communicate with those that struggle in this area. -No medicine can cure autism but some can relieve symptoms. -Keep things very organized and predictable. -Minimize visual distractions. -Use visual schedules -Keep transitions smooth. -Most autistic children may excel a lot in a certain area and struggle in others. Always boost their self-confidence and praise them for hard work. Organizations http://www.autism-society.org/site/PageServer Autism Society of America7910 Woodmont Avenue, Suite 300 Bethesda, Maryland 20814-3067 http://www.autism.com/ fax: (619) 563-6840 4182 Adams Avenue San Diego, CA 92116 http://www.unlockingautism.org/site/c.kiKTL8PMLrF/b.4438891/k.BE3F/Home.htm Unlocking Autism P.O. Box 208 Tyrone, GA 30290Phone 1-866-366-3361  Resources http://www.talkaboutcuringautism.org/index.htm http://www.patientcenters.com/autism/ http://www.autism-resources.com/ Definition: A complex biological disorder of development that lasts a lifetime. People with autism have problems with social interaction and communication. They may also have behaviors that they have to do or do over and over. They may flap their arms to show happiness or hurt themselves to show they are hurt. Autism is more common than Down syndrome; 79,000 people between that age of 6 and 21 had autism in 2000/2001. Causes: Fairly unknown but could be attributed to chromosomal and genetic factors, insults during pregnancy (lack of oxygen, measles, rubella), structural abnormalities (dysfunction in cerebellum lobe, limbic system, temporal lobe, or cortex), autoimmune and environmental factors (food allergies, vitamin deficiencies). Assessment -Intellectual- IQ scores only 35-50 -Rating Scales/Behavioral Assessment CARS- Childhood Autism Rating Scale ABC- Autism Behavior Checklist BOS- Behavior Observation Scale Identify antecedent, behavior, and consequence. -Functional Assessment -Diagnostic Instruments

  12. TraumaticBrain Injury Characteristics of Children with a TBI: • Headaches/Fatigue/Decreased balance • Distractibility/Personality change • -Memory loss/mild or severe cognitive impairment which results in difficulty planning, organizing, problem solving, and paying attention. • Perceptual motor slowing • Irritability/Aggression • Difficulty interacting with others • Decreased speed in walking and dexterity Learning Strategies/Accommodations: -Use systematic instruction -Set up behavior management plans -Constantly reassess because conditions often improve. -Limit amount of info given at one time and decrease distractions. -Repeat directions and use visual imagery. -Allow extra time for assignments, tests, transitions. -Allow rest breaks if needed. -Encourage thinking time. -Review rules often. -Use augmentative communication (gestures, sign language, synthesized speech) -Use computer assistive technology -Pay attention to seating position. Does it help if they lie down? Lie on their side? Sit in a wheelchair? -These students may seizure often. Know what to do in this situation. (Don’t hold them down, remove things from the area, lie them on the side to drain saliva, loosen shirt collar, they usually come out if it in 2-5 minutes. If not, call 911. Will be very sleep afterward and don’t give them liquids right away.) Organizations http://www.biausa.org/ Brain Injury Association of America 1608 Spring Hill Road, Suite 110 Vienna, VA  22182 Phone:703-761-0750 http://www.nabis.org/ Tel. (703) 960-6500 Alexandria, VA or (713) 526-6900 Houston, TX http://www.biami.org/ 7305 Grand River, Suite 100 Brighton, MI 48114-7379 Phone: (810) 229-5880 Resources http://braininjury.com/ http://www.asha.org/public/speech/disorders/TBI.htm http://www.neuroskills.com/children.shtml Definition: *An injury caused by external forces that result in total or partial functional disability or psychosocial impairment.* It does not include those with a brain injury before birth or due to a degenerative disease. (This group makes up .3% of the special education population.) Acceleration Injury: When a car accident occurs the head is often thrown forwards and the brain is thrown against the skull. The initial site of impact = coup. The head is then thrown backward and the brain hits the back of the skull = contra coup. The brain can continue to bounce and twist resulting in many injuries. Causes Trauma Child Abuse/Fall Car Accident Gun Shot to the head

  13. ADHD Causes -Neurological Dysfunction (Abnormalities with frontal lobes, basal ganglia, or cerebellum. Chemical imbalances and deficiency of neurotransmitters- transport messages from brain cell to brain cell.) -Hereditary -Environment (pre-, peri-, or postnatal trauma) Assessment -Medical Evaluation (Doctors office effect= symptoms of disorder ‘disappear’ while at the doctors) -Rating Scales Learning Strategies/Accommodations -Use multimodal interventions. Medication can help but should not be the only solution. -Evaluate the child’s strengths and needs, select appropriate instruction, and integrate them with an IEP. -Seat student in a quiet area near a good role model and increase distance between desks. -Give clear instructions in small chunks and allow extra time. -Acknowledge positive behavior and set up a behavior contract. -Ignore small misbehaviors. -Give one assignment at a time, don’t overload them. -Have daily reports and encourage parent support. -Conference with the child and allow them opportunities to show leadership. -Teach self-observation,-assessment,-recording,-determination of reinforcement, and –administrations of reinforcement. -Medication: Psychostimulants are used to increase arousal in the central nervous system, which helps increase dopamine and attentiveness.) Ritalin is the most common medication but all medications have side-effects too. Organizations http://chadd.org/ CHADD National Office 8181 Professional Place - Suite 150Landover, MD 20785 Tel: 301-306-7070 / Fax: 301-306-7090 http://www.add.org/ ADDA PO Box 7557 Wilmington, DE 19803-9997 Phone/Fax: (800) 939-1019 Email: adda@jmoadmin.com http://www.ncld.org/content/view/1139/456246/ National Center for Learning Disabilities381 Park Avenue South Suite 1401 New York, NY 10016 Ph: 212.545.7510 Fax: 212.545.9665 Toll-free: 888.575.7373 Resources http://www.adrn.org/index.html http://www.adhd-information-exchange.com/Parental-ADHD-Advocacy.html http://www.ldaamerica.org/aboutld/teachers/understanding/adhd.asp (Attention Deficit Hyperactivity Disorder) “A persistent pattern of inattention of hyperactive impulsivity that is more frequent and severe than is typical at comparable levels of development.” 3 types Inattentive Hyperactive Combination ADHD is a very common disorder but is NOT recognized as a separate disability under IDEA. It has much overlap with LD’s an emotional disorders. It is also easier identified in males. 3-5% of the school age population has ADHD. Characteristics -Inattentiveness Make careless mistakes Difficulty sustaining attention Difficulty following directions Organization is hard Often loses things/forgetful -Hyperactive Fidget/Leaves seat often Difficult being quiet during leisure time. Excessive talking -Impulsivity Blurts answers Interrupts/can’t wait for their turn. -Also may exhibit low self-esteem/ difficulty making friends/ and depression or anxiety.

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