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.
ADHD in the Classroom
ReplyDeleteI learned some important lessons on dealing with student(s) diagnosed with ADHD (attention deficit hyperactivity disorder) during my Student Teaching Practicum. I taught art at a middle school in South Florida, and had a student in my sixth period art class who had been diagnosed with ADHD. I discussed the student with the lead teacher prior to teaching the class, and observed her methods for working with him in the classroom. Communication with the teacher, gaining knowledge about the student, and watching his interaction with other students helped me to develop my strategy for teaching him.
The student was being given medication for his ADHD. According to research, approximately 70-80% of students diagnosed with ADHD respond positively to stimulant medication (NIMH, 2008). The problem with Ritalin (and the other medications) as I discovered is that according to the dose, it may not be effective late in the day. This imbalance in his medication complicated his already poor focus and uneven class performance.
I developed several strategies which were effective in dealing with this particular student. I tried to include him in all of the class activities, and let him know how creative his ideas were. Since he was often out of his seat and restless, I enlisted his help to distribute supplies in the classroom. This let him use some of his energy, have a positive interaction with other students, and he could then return to his seat and work for a period of time. I gave this student feedback on his work often, and would make frequent eye contact. This not only let him know that I was aware of his activity, but it allowed me to intervene when he seemed to be having trouble focusing his attention. This strategy allowed me to get between him and another student who his was attempting to punch, and diffuse the situation. He was not allowed to use scissors, glue, or any tools that may be harmful to himself or others without my immediate supervision.
With a few exceptions, these strategies allowed me to effectively teach the students in my class, and to include the student with ADHD in most of the class activities. He produced some very imaginative artwork that he may not have thought he was capable of creating. By communicating with professionals, observing and gaining knowledge of the student’s personal characteristics, and adapting instruction, I was able to effectively manage the student with ADHD in my classroom.
Hi Ken!
ReplyDeleteIt sounds like you have had valuable experience working with a child diagnosed with ADHD. I have been a substitute teacher for the past 5 years in the same school district, and I can almost always tell a dramatic difference in children who have gone from not being medicated one year, to being medicated the next year for ADD/ADHD.
I think it's important to keep in mind that the student afflicted with ADD/ADHD lacks the self-control that (most) teachers expect for all students to exhibit. When I first began substituting years ago, I didn't understand what was wrong with "these kids." Over time, however, I have gained a better understanding by talking with teachers and special education teachers, and asking questions.
Creating a structured plan, one that the ADD/ADHD student understands and responds to, will help to eliminate distractions and create an environment that will enable learning to take place.
--Sarah Dame
Thank you Sarah,
ReplyDeleteIt was a great experience overall. I think that given more time than the student teaching experience allowed for, I would have been able to work with the student (with ADHD) more. A better understanding of ADHD, and of the individual student is extremely valuable.
Hey Guys! Its great to see a conversation about ADHD. I think teachers are very hesitant to talk about kids that aren't diagnosed with ADHD. We've been accused of "over labeling" kids. However, I have a student in my class currently that show signs of ADHD. Of course, I don't want to see my students overly medicated or misdiagnosed.
ReplyDeleteAt this point I've noticed one student that has a VERY difficult time sitting in his chair, keeping his shoes on and paying attention to class discussions. However, he is very intelligent and reads at grade level and excels in math. In an 8 minute time span, he got out of his seat over 40 times (I kept track). His inability to "pay attention" or stay in his seat is effecting his ability to achieve his best potential. This student concerns me because I feel like if he did have medication he could have an easier time expressing himself and school work would be easier for him. He obviously knows what's going on and can do the work, he just struggles with sitting in his seat and staying focused enough to do the work to his best ability!
Parent communication is also a very intricate process when dealing with suggesting a child has ADHD. Luckily I have a very supportive social worker who is willing to observe the student and meet with the parent along side me. We have gather weeks of notes and several specific observations are documents in order to present to the parent.
The reading in the text was very helpful in this whole process. It was able to give clear lists of behaviors along with research that supports the behaviors.
Tuesday, April 19, 2011
ReplyDeleteResponse to Intervention
After watching the video and reading the chapter, it seems that the major problem for the teacher is a lack of support from those outside of the classroom. I have been told that it is inappropriate for teachers to "discuss" their students with other teachers. This is where I can see a breakdown occuring with the intervention process. Students are human beings and their actions and behaviors are directly in response to the situations and people around them. I think that it would be extremely helpful for teachers to brain-storm about what works and what doesn't in helping particular students. I also think that getting information from more experienced teachers would be helpful as far as opening opportunities for success with particular behaviors or in the approach to certain subject matters. I don't think that every situation requires teachers to start from scratch. I do believe that if a teacher remains open-minded that new avenues of discussion can open up during class instruction and if the teacher is willing these may be followed and offer opportunities for important life lesson.