Welcome to Week 3's posting on students with learning disabilities and attention deficit hyperactivity disorders. An audio of the chapter has been provided. For the chapter audio, ignore references in the audio to week numbers, dates, chapter numbers, page numbers, assignments, the discussion board,names...thank you. The core of the audio speaks to the current chapter topic in your edition of the text book. https://edocs.uis.edu/jherr3/www/TEP224F2010/TEP224Ch6.mp3 .
Chapter 6 covers specific learning disabilities and ADHD/ADD, providing definitions and strategies for working in the classroom with students with these disorders. How does IDEA define a specific learning disability? What are the characteristics of students who have learning disabilities? What are some strategies for teaching students with learning disabilities? What is ADHD/ADD? What are some characteristics of students with ADHD/ADD? What are some strategies for teaching students with ADHD/ADD?
Learning Disabilities has been defined by IDEA as the 'catch-all' term for problems manifested in learning situations associated with "listening, thinking, speaking, reading, writing, spelling or mathematical abilities." These manifested difficulties can not otherwise be associated with cultural influences, gaps or holes in knowledge due to insufficient instruction, or social problems. Students may have other handicapping conditions in addition to a learning disability. The definition further clarifies that learning disabilities may be due to nerve damage and may occur over the life of the student.Students with learning disabilities exhibit challenges with academic endeavors early on, but are not usually identified until 2nd or 3rd grade when aptitude-achievement discrepancies are noted. By the way, as of the IDEA Improvement Act of 2004 the student no longer has to have a discrepancy noted between their aptitude and achievement abilities. Students may otherwise seem to be no different than other students in the classroom, but very quickly began to fall behind due to learning difficulties with classroom content that is easily learned by other students. If students are not reading by 3rd grade, this could point to a clear indication of a specific learning disability. It is now popular to administer an RTI or response to intervention such as a reading intervention; if students do not respond favorably to such interventions then they may be recommended for special education services.
Characteristics of students with learning disabilities: As offered by one school district, the following characteristics are most notable. "Although the disability is not a discrete, measurable entity, evidence over the last 25 years indicates it does exist, but is strikingly resistant to educational intervention:" Although the following characteristics are possible for any student from time-to-time, the learning disabled student demonstrates these with regularity over a period of time
often an invisible handicap
performance is uneven or inconsistent and they are often unable to profit from regular instruction
have inefficient strategies for reception, storage and production of information
major difficulty in focusing attention
functional difficulties in visual, auditory, motor, organizational and/or conceptual skills
often behave in immature, narcissistic, and egocentric ways
often find school a frightening experience
may be able to master content but unable to produce answers
not natural problem solvers, can become overwhelmed by the tasks they face
most serious difficulty is often in processing language (as copied from: http://www.slc.sevier.org/ldaccom.htm )
Strategies for Working with Students with Learning Disabilities. The best practices recommended for students with learning disabilities are also useful for any student in the classroom. For example, the strategies of using think alouds, self-monitoring, advance organizers, extended practice, presenting information in a variety of ways (see page 79), and teaching students to use memory strategies all are useful for any classroom learner, although these certainly should be present if students are struggling with learning disabilities.
ADHD/ADD - ADHD/ADD or Attention deficit hyperactivity disorder/attention deficit disorder are both referenced/classified under ADHD although it is traditional that students classified as ADHD exhibit visible hyperactivity syndromes: nervous body movements, excessive talking, inability to focus on one task for a sustained length of time, for example, whereas students with ADD may be seem to be extremely reserved, quiet and in a day dreamy state in the classroom. Students with ADD many times do not visually seem to have issues with attention as they appear to be model students: appear to be listening to the teacher, appear to be paying attention, appear to be reading, appear to be behaving, engaged in the lesson. The discrepancies between what they appear to be doing however manifests when such students have to produce a paper, read a book, follow directions, study for a test, etc. According to the text, as many as 25 to 68% of students with ADHD also are LD (learning disabled). Most students with ADHD have other behavioral issues as well. Do pay close attention to the Twelve Things teens with ADHD want their Teachers to know. The following websites offer more insight into ADD/ADHD.
Twelve Things teens with ADHD want their teachers to know
Attention Deficit Disorder
Famous People documented with ADHD
Strategies for Teaching Students with ADD/ADHD - Teachers work best with students with ADHD when they combine strategies for both behavioral and academic needs. One without the other will not provide the best intervention for such students. Hopefully, such students in your classroom have been properly diagnosed and provided evaluative and IEP services that will give you the general education classroom teacher some specific guidelines for working with students with ADHD. It is important to realize that an IEP is extremely useful in that it should provide specific strategies for eachn identified child. While one student with ADHD may need organizational assistance with reading content text such as highlighting key words or phrases, another student with ADHD may simply need to be 'cued' to transition to the next classroom activity such as a hand on the shoulder or a tap on the student's desk (something worked out between you and the student that is oblivious to others in the classroom). Below are several websites that offer up-to-date tips, strategies.
Strategies for the Older Child with ADHD
Teaching Tips for those working with ADHD Kids
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Pragmatically Speaking - How to use this information in the classroom:
Become very familiar with students with learning disabilities and ADHD issues. Especially become familiar with their individidual IEP's seeking the help of the special education teacher or specialist in how to best help students control their behaviors as well as accomplish academic classroom goals.
It is important to know whether or not students with ADHD are being medically treated and when, what times of the day they are taking the medicine.
Document students' behavior in your classroom as much as possible. Set up a folder on your computer for each student and store/save all electronic information pertaining to the student in it; and/or start a paper folder for each student. This type of teacher-observation documentation is very crucial to the IEP process and consultative special education meetings about the exceptional student.
Ongoing documentation of behaviors, needs, academic progress is of utmost to the success of exceptional students in the general education classroom.
This week you're not required to post comments to this blog, but feel free to do so if you so choose. Some of you may have experience or information to offer that may be beneficial to the rest of us. I welcome all of your comments.
6 comments:
Alright, no assignment this week, but I do have some questions that maybe some of you may have some insight. I sub quite a bit in middle school (4,5,6)special education rooms, I have the most trouble in holding them accountable for some of their behavior, work habits, and well, generally just their overall attitude in the classroom. Where's the line? At what point do you hold these children's feet to the fire regardless of their disability? An ADHD child (not properly medicated)obviously cannot sit and focus for long periods of time, but is it normal to expect them to be able to sit through 25 minutes of interactive instruction? I had an experience last week with 14 ADHD students in a small room for study hall - how is that satisfying an IEP requirement when our book discusses working in small groups of 6 of fewer? This is an area that I know I need more realistic, real world information. These are questions I have, you may have some answers.
I just wanted to say how important it is to know what students suffer from ADD and ADHD. I grew up with ADD and always felt like no teacher did a thing to help me. I was often getting into trouble for wondering the room and not paying attention and then put on medication. When that didn't work they asked my parents to up the dose in 2nd grade so that I would just pay attention and do the work during class.
Bad idea... I passed out in class and they could wake me up for a little while cause the dose was so strong. My parents took me off medication immediately and while I know I always had trouble concentrating on class, I ended up getting great grades and graduating with a BBA. I found that my ADD made me have to make myself pay attention and now still today I use tricks I picked up early to help with my studies. Just wanted to give a personal story from someone who went through school without teachers caring how to help me.
ADHD/ADD is a very tricky subject. The obvious reason for it being so tricky is that some kids are improperly diagnosed. For example, I have two friends who both were diagnosed with ADHD and in my personal opinion only one actually has it. I also believe friends and family may have better insight into whether someone actually has it or not due to enhanced time spent with someone.
Obviously I'm looking at this through subjective eyes. I do agree with vehemently with documenting as much as possible when it comes to mental disorders and any other kind of learning disability. Unfortunately I just don't know that much about the subject but I'm trying learn.
Students with ADHA or ADD can have a tough time in school. As a teacher you need to recognize who these students are in your class and try to help with. If they are having a hard time focusing in class or staying in their seat you might need to contact the parent and inform them of the situation. You need to be careful when you address the parents of the situation and don't say anything to offend them. Some parents don't believe in medication and some do what their child a medication. So as a teach try to help the students that might struggling with ADHD or ADD.
I really enjoyed reading the article posted above, "Twelve Things Teens with ADHD want their Teachers to Know". I feel like it gives great insight into what a student with ADHD really go through. I think all the points were important, but I think the last two really sum it all up. "Learning about ADHD is one of the best ways to help me". This is a great idea (and the purpose of this course). If a teacher does not have the knowledge about ADHD, there is no possible way to understand a student's issues. And "Although I have ADHD, I am not ADHD" explains to teachers that students with the disorder should not be labeled because of it. They are still a student and have goals for themselves.
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