Teaching Students with Learning Disabilities and ADHD

A heterogeneous group of students, who despite adequate cognitive functioning and the ability to learn some skills quickly, have great difficulty learning other skills.

Severe difficulty in learning to read, particularly with decoding and spelling.

Severe difficulty learning to write, including handwriting.

Severe difficulty in learning mathematical concepts and computation.

"Talk to themselves" about various solutions when in the midst of solving a problem.

ADHD-PIADHD-HIADHD-Combined

1. Unexpected difficulty or low performance.2.

Ineffective or inefficient information-processing or learning strategies,

1. Approximately 9% of school-age children identified as having disabilities (all categories)2. 47% of this group or 4% of school-age population were identified with specific learning disabilities.3. Over the last three decades the number of students identified has more than double.

- Growing public awareness of LD.- Greater social acceptance.- Limited alternatives for other students at risk.- Social and cultural influences on central nervous system integrity.

- Increasing needs for literacy at work and in daily life.

Name associated with Specified Learning Disabilities.

- Rehearsing information.- Categorizing the information.- Use visual imagery.

- Use acronyms.

- IDEIA - Individuals with Disabilities Education Improvement Act.- Section 504.

Stimulant medication, which includes Ritalin (methylphenidate.)

Work with the parents and doctors to observe the following:- Changes in impulsivity, attentiveness, activity level, frustration level, organizational skills, behavioral inhibition, and interest in schoolwork.

- Changes in academic performance.- Changes related to changes in dosage of the medication.- Possible side effects. (loss of appetite, stomachaches, sleepiness, headaches, mood change, irritability)-Duration of the medication dosage.

- Failing to pay close attention to details and making careless mistakes that are inconsistent with child's developmental level.- Failing to sustain attention to task and/or play activities.- Failing to listen, even when spoken to directly.- Failing to complete tasks.- Having difficulty with organization.- Resisting to work on tasks that require sustained attention.- Losing materials and objects.- Becoming easily distracted.- Being Forgetful

- Fidgeting or squirming.- Have a difficult time remaining seated in class.- Acting as though he/she is "driven by a motor"- Talking to much.

- Blurting out answers.- Difficulty waiting for their turn.- Interrupting others or butting into activities.

- Use novelty in instruction and directions.- Maintain a schedule.- Prepare students for transitions and provide support in completing the transitions.- Emphasize time limits.- Provide organizational assistance.- Provide rewards consistently and often.- Be brief and clear.- Arrange the environment to facilitate attention.- Provide optimal stimulation.- Allow for movement and postures other than sitting.- Promote active participation.

- Difficulty with academic and learning tasks.- Discrepancy between expected and actual achievement.- disorder in basic psych process- exclusion of other causes.

Emotional Behavioral Disorder.

Students whose behavior falls considerably outside the norm, Chronic in nature, and socially or culturally unacceptable.

- Social stigma- eligibility is not clearly defined.- Identification process lacks uniformity.- Co-morbidity can be a problem.- Lack of funding.- very few adequate assessments.

- Environmental- Biological

- Home conditions- Community conditions

- Brain disorder- Genetic Roots- Temperament

- Poverty- Family Instability- Family Violence

National Tragedies

- Behavior - age discrepancy- Frequency of occurrence of the behavior.- Number of symptoms.- Inner suffering- Harm to others- Persistence of the behavior- Self-satisfaction- Severity and duration

Explicit teaching of rules and consequences, use of research-based universal strategies for general classroom management, and universals screening.

Self-control, self-monitoring, social, and self-management skills they need to benefit from universal strategies.

Begins with a comprehensive functional behavior assessment (FBA)

Tends to interfere with others.- Conduct disorder- Acting out- Aggression- Tantrums- Bizarre behaviors.

Can be less disturbing to others.- Fear- Immaturity- Tenseness- Withdrawal- Worry

The diagnostic and Statistical Manual of Mental Disorders.

- Generalized anxiety disorder- Obsessive-compulsive disorder- Panic Disorder- Post-traumatic stress disorder- Social phobia (social anxiety disorder)

Anxiety Disorders

Re-occurring fears about everyday situations.

Persistent thoughts about worrisome subjects that result in ritual routines.

Sudden onset of intense fear.

Persistent anxiety from a traumatic experience.

Exaggerated fear of social situations.

- Depression- Bi-Polar Disorder- Oppositional Defiant Disorder- Mood swings can vary in terms of frequency.- Causes can come from genetic, environmental, or a combination.-Suicide

Prolonged and persistent feeling of dejection that interferes with life functions.

Extreme mood swings.

- Escape stress or stressful situations.- Demonstrate to others.- Hurt or get back at others.- Get others to adjust or modify their views.

Students who habitually question authority, intentionally misbehave and ignore rules, are temperamental and negative, and blame others for their actions, and social and academic progress is inhibited.- usually occurs with mood or conduct disorders.- ODD often occurs before the age of 8 and exacerbates with age.

- Temper Tantrums- Excessive Arguing- Excessive Questioning- Active Defiance- Deliberately annoying people- Blaming others.

Students who are consistent in ignoring the rights of others, civil, destructive, deceitful, and truant.

- Aggressiveness- Destruction of property.- Deception and stealing - Serious breaking rules

Are physical behaviors.- Stealing- Lying- Burglary- Use of drugs or alcohol.

- Coercion- Bullying- Manipulating others- Escalating integration

Refers to students who routinely engage in antisocial behavior.- It is associated with a group behavior.

Wants kids to take control of their own behaviors.

- Practical and takes little teacher time.- Can be used to improve academic and social skills.- Uses monitoring system.- Provides more immediate feedback.- Increases students' independence.- Facilitates communication with parents.- Encourages individual improvement rather than competition across students.

A method of gathering data to design the most effective positive support plans and to monitor student progress.

- Defining the target behavior in behavioral terms.- Collecting and monitoring the target behaviors through ongoing data collection that considers frequency, intensity, and rate.- Recording the events and behaviors that precede and follow the target behavior.- Developing a hypothesis of the conditions under which the target behavior occurs.- Developing an intervention plan that considers the antecedents and reinforces and is built to test the hypothesis.

Observing, modeling, or imitating.