Popular in Characteristics of Individuals with Mild Disabilities
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This 4 page Study Guide was uploaded by SC Jordan Allgood on Sunday October 18, 2015. The Study Guide belongs to SPED 3020e at University of Georgia taught by Dr. Tina Anderson in Fall 2015. Since its upload, it has received 70 views. For similar materials see Characteristics of Individuals with Mild Disabilities in Special Education at University of Georgia.
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Date Created: 10/18/15
SPED 3020E Module 9 Key Concepts and Terminology 1 Attention de cits Attention de cits is a general term referring to dif culties with attention that impacts learning or behavior Any student or individual may have attention de cits that impact their learning or behavior WITHOUT being diagnosed with a disorder 2 De nition of ADHD A chronic condition that affects millions of children and often persists into adulthood It includes the combination of problems such as dif culty sustaining attention hyperactivity and impulsive behavior Children with ADHD also may struggle with low self esteem troubled relationships and poor performance in school ADHD has been called ADD AttentionDe cit Disorder in the past ADHD is now the preferred term because it describes both of the primary features fo the condition inattention and hyperactive impulsive behavior 3 Symptoms related to ADHD both types Signs and symptoms of ADHD may include 0 Dif culty paying attention 0 Frequently daydreaming 0 Dif culty following through on instructions and apparently not listening 0 Frequently has problems organizing tasks or activities 0 Frequently forgetful and loses needed items such as books pencils or toys Easily distracted Frequently dgets or squirms 0 Dif culty remaining seated and seemly in constant motion 0 Excessively talkative Frequently interrupts or intrudes on others conversations or games 0 Frequently has trouble waiting for his or her turn In some children signs of ADHD are noticeable as early as 2 or 3 years of age ADHD occurs more often in males than in females and behaviors can be different in boys and girls 4 Prevalence of ADHD The prevalence of ADHD in children is estimated to be between 3 and 10 The most cited prevalence is between 4 and 7 The combination of ADHDHl and ADHDlnattentive is more prevalent at 55 Than each type separate 5 ADHD and Eligibility Categories Class Powerpoint AND Raymond Text pp 162163 ADHD is NOT a disability category under IDEA A student may have any disability and also be diagnosed with ADHD by a physician or clinical psychologist A student can also be diagnosed with ADHD by a physician or clinical psychologist and not qualify for special education under IDEA However they can qualify for accommodations under Section 504 Students can also have attention de cits and not be diagnosed as having ADHD They can still receive services if they are eligible under a disability category such as SLD a student s attention de cit may be a signi cant processing de cit with or without a diagnosis of ADHD or the student may have other signi cant processing de cits that impact learning Key quotunexpected underachievementquot EBD a student may have an emotional disability as well as attention de cits with or without a diagnosis of ADHD that impact behavior Key quotemotionalityquot MID a student may have quotsub average general intellectual functioning and adaptive behavior de citsquot with comorbid attention de cits with or without a diagnosis of ADHD OHI a student may have a medical diagnosis of ADHD and this is the primary impairment that impacts educational performance 6 Other Health Impairments OHI read state rule Other health impairment means having limited strength vitality or alertness including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment that 1 Is due to chronic or acute health problems such as asthma attention de cit disorder or attention de cient hyperactivity disorder diabetes epilepsy or heart condition hemophilia lead poisoning leukemia nephritis rheumatic fever sickle cell anemia and Tourette Syndrome and 2 Adverser affects a child s educational performance 34 CFR 3008c9 In some cases heightened awareness to environmental stimulus results in dif culties with starting staying on and completing tasks making transitions between tasks interacting with others following directions producing work consistently and organizing multistep tasks 7 Eligibility requirements for CHI 1 Evaluation for initial eligibility shall include the following a The medical evaluation from a licensed doctor of medicine or in the case of ADD and ADHD an evaluation by a licensed doctor of medicine or licensed clinical psychologist should be considered by the child s Eligibility Team as part of the process of determining eligibility The evaluation report shall indicate the diagnosisprognosis of the child39s health impairment along With information as applicable regarding medications special health care procedures and special diet or activity restrictions The evaluation report used for initial eligibility shall be current Within one year and must document the impact of the physical condition on the vitality alertness or strength of the child In cases of illness Where the child39s physical health and wellbeing are subject to deterioration or change this report shall be updated as frequently as determined by the IEP Committee A medical diagnosis does not automatically include or exclude a child from determination of eligibility b A comprehensive developmental or educational assessment to indicate the effects of the health impairment on the child39s educational performance Assessments shall document deficits in preacademic or academic functioning adaptive behavior socialemotional development motor or communication skills resulting from the health impairment When assessment information indicates significant deficits in cognitiveacademic functioning a psychological evaluation shall be given c A child must not be determined to be a child With Other Health Impairment if the determinant factor for that determination is a Lack of appropriate instruction in reading including the essential components of reading instruction Lack of appropriate instruction in math Lack of appropriate instruction in writing Limited English proficiency Visual hearing or motor disability Intellectual disabilities Emotional disturbances Cultural factors Environmental or economic disadvantage or Atypical educational history attendance at multiple schools lack of attendance quot1quotqu M 906 8 Strengths and Assets of students with ADHD Armstrong Text ADHD students that were tested across 10 domains of creativity scored higher on all measures including brainstorming and generating new ideas Students with ADHD retain youthful characteristics into adult development Students with ADHD are hunters in a farmer s world the conventional classroom The behaviors necessary for being a successful farmer staying in one place being patient and focusing on the job at hand are also associated with successful learning in a traditional classroom setting 9 Medication Issues Most research on learners with behavioral disorders or ADHD found that combining behavioral therapies with medication is more effective than either approach alone Do not assume that medication alone will resolve a student s dif culties Some students are not tolerant of medication Medication does not help students Wellimplemented behavioral interventions are important Holding children accountable for their own behavior lessens the likelihood of learned helplessness developing because of dependence on medication IDEA prohibits schools from requiring that a child be put on medication as a condition of attending school being evaluated for possible disabilities or receiving services NEVER suggest to a parent to seek medication for their child Understand that if a child is put on medication regimen by a physician it is important to remember responsibilities to the child and parents a Being knowledgeable about any medications students are taking b Sharing classroom observations with parents so that the effect of medication can be monitored c Alerting the school nurse andor parent if there are changes that may be related to the medication d Responding to parents queries about their child s progress while on medication 10 ADHD as a social construction Raymond p 163 ADHD is accepted as a disabling condition by OHI SLD and EBD however they differ on where and under what rubric services should be provided Another position on services for learners with ADHD holds that neither the classi cation nor the services are needed or justi ed Others believe that the diagnosis is being used to explain an undisciplined child These people make the following points 0 Children learn to control both their attention and their behavior when they are expected to do so 0 Over the last 3 decades schools have consistently expected children to handle more advanced material and to develop academic skills ate everearlier years 0 Children growing up today are presented with a barrage of stimuli from their earliest years IDEA 2004 suggests that the label of ADHD should be reserved for only those learners who are most severely affected and that children with fewer symptoms should be supported within the general education program Note There will be no quiz questions this week over Raymond Text pp 164166 or 0 5 TBI VI DHH We will address these disability categories NEXT week
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