Another very informative site for more information regarding instruction in the classroom is the Wisconsin Department of Public Instruction. Found in the link below or click on the graphic above.
http://dpi.wi.gov/
Wednesday, May 13, 2009
Department of Public Instruction
Another very informative site for more information regarding instruction in the classroom is the Wisconsin Department of Public Instruction. Found in the link below or click on the graphic above.
http://dpi.wi.gov/
IDEA 2004 Statute and Regulations
There is a lot of legal information on the Wrightslaw home page regarding everying from IEPs and Regulations regarding Special Education. Click on the link below or the graphic above to check it out.
http://www.wrightslaw.com/idea/law.htm
Tuesday, May 12, 2009
Emotional or Behavioral Disorders
Jan 20 2009
Students with Emotional or Behavior Disorders have many characteristics that hinder academic and social growth.
Characteristics of a behavior disorder are usually evident and persistent in different settings and environment and usually with little respect or regards for social or cultural norms.
Academic Implications
* Disruptive to classroom activity.
* Impulsive.
* Inattentive, distractible.
* Appears pre-occupied.
* Disregards all classroom rules.
* Poor concentration.
* Extreme resistance to change and transitions.
* Speaks out, repeatedly.
* Is aggressive.
* Bullies and intimidates others.
* Regular truancy from school.
* Dishonest, consistently blames others.
* Low self esteem.
* Unable to work in groups.
* Engages in self injurious behavior.
* Has no regard for personal space and belongings.
* Persistently tries to manipulate situations.
Best Practices and Accommodations
* Develop consistent behavior expectations.
* Involve the student in setting academic and personal goals.
* Engage in role playing situations.
* Communicate with parents so that strategies are consistent at home and school.
* Set limits and boundaries.
* Apply established consequences immediately, fairly and consistently.
* Acknowledge and reinforce acceptable behavior.
* Avoid confrontation and power struggles.
* Provide a highly structured classroom environment.
* Clearly post rules and expectations.
* Establish a quiet cool off area.
* Provide and teach opportunities for the student to use self control/self
monitoring techniques to control behavior.
* Teach self talk to relieve stress and anxiety.
* Teach and provide time for relaxation techniques.
* Establish cues as reminders for inappropriate behavior.
* Redirect to avoid situations that may increase anxiety levels.
* Remain calm and aware of your body language when addressing the student.
* Provide a positive and encouraging classroom environment.
* Use a study carrel.
* Use visually stimulating material for assignments/learning presentations.
* Use specialized technology and software.
* Develop and use behavior contracts.
* Give frequent feedback.
(About.com)
(http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm)
Reactive Attachment Disorder
What is RAD?
Reactive Attachment Disorder
No. 85; Updated May 2008
Reactive Attachment Disorder (RAD) is a complex psychiatric illness that can affect young children. It is characterized by serious problems in emotional attachments to others. RAD usually presents by age 5, but a parent, caregiver or physician may notice that a child has problems with emotional attachment by their first birthday. Often, a parent brings an infant or very young child to the doctor with one or more of the following concerns:
* severe colic and/or feeding difficulties
* failure to gain weight
* detached and unresponsive behavior
* difficulty being comforted
* preoccupied and/or defiant behavior
* inhibition or hesitancy in social interactions
* disinhibition or inappropriate familiarity or closeness with strangers.
The physical, emotional and social problems associated with RAD may persist as the child grows older.
Most children with Reactive Attachment Disorder have had severe problems or disruptions in their early relationships. Many have been physically or emotionally abused or neglected. Some have experienced inadequate care in an institutional setting or other out-of-home placement (for example a hospital, residential program, foster care or orphanage). Others have had multiple or traumatic losses or changes in their primary caregiver. The exact cause of Reactive Attachment Disorder is not known.
Children who exhibit signs of Reactive Attachment Disorder need a comprehensive psychiatric assessment and individualized treatment plan. These signs or symptoms may also be found in other psychiatric disorders. A child should never be given this label or diagnosis without a comprehensive evaluation.
Treatment of this complex disorder involves both the child and the family. Therapists focus on understanding and strengthening the relationship between a child and his or her primary care givers. Without treatment, this condition can affect permanently a child's social and emotional development. However, unconventional and forced treatments such as "rebirthing" strategies are potentially dangerous and should be avoided.
Parents of a young child who shows signs or symptoms of Reactive Attachment Disorder should:
* seek a comprehensive psychiatric evaluation by a qualified mental health professional prior to the initiation of any treatment
* make sure they understand the risks as well as the potential benefits of any intervention
* feel free to seek a second opinion if they have questions or concerns about the diagnosis and/or treatment plan
Reactive Attachment Disorder is a serious clinical condition. Fortunately, it is relatively rare. Evaluating and treating children with complex child psychiatric disorders such as Reactive Attachment Disorder is challenging. There are no simple solutions or magic answers. However, close and ongoing collaboration between the child's family and the treatment team will increase the likelihood of a successful outcome.
(Source found on American Academy of Child & Adolescent Psychiatry)
(http://www.aacap.org/cs/root/facts_for_families/reactive_attachment_disorder)
Strategies on how to handle a student with Reactive Attachment Disorder
Step 1
Talk to the child's parents. They may have some useful strategies for managing the child's behavior. It is important to phone or email directly, since notes sent home with the child will probably not get to the parents. Let the child know that you will be in frequent contact with her parents.
Step 2
Know that children with RAD need a different type of teaching. Traditional behavior plans such as getting stickers or treats for good behavior won't work because the RAD child will just figure out how to work the system. They do not care about your approval.
Step 3
Acknowledge good decisions and good behavior. Be specific in your praise. Avoid saying general things like, "You were a good girl today." Such non-specific praise won't mean anything to the RAD child. Do not attach good behavior to a tangible reward. Again, traditional behavior management plans don't work.
4.
Step 4
Administer consequences for poor decisions and behavior. Remain calm and in control of your emotions when you do this. He is trying to provoke a negative response from you and will feel as though he's won if you get angry. Similarly, avoid "I statements," such as "I'm disappointed that you did that." If you do get upset (as you are bound to do sometimes), remove yourself or the child from the situation until you have regained control of your emotions. Avoid using a traditional time-out for the child, though, as their goal is to isolate themselves.
Step 5
Teach them about choices. These children do not understand cause and effect. Explicitly point out choices they are making, i.e. "You are choosing to distract others from their work." This is a difficult concept for the RAD child, but once you make some headway on this, you can teach them about good choices and bad choices.
Step 6
Get help. Learn more about RAD (see Resources). The parents may be able to help you both with RAD resources and what has worked for their child. The school psychologist, counselor or social worker might also be able to help with interventions.
Step 7
Avoid losing faith in yourself. The child did not become this way overnight, and you cannot be expected to change her overnight. She will, in fact, require extensive therapy and support from the parents and school in order to turn things around and lead a healthy, happy and productive life.
(Source Ehow.com)
(http://www.ehow.com/how_2205074_child-reactive-attachment-disorder-classroom.html)
Reactive Attachment Disorder
No. 85; Updated May 2008
Reactive Attachment Disorder (RAD) is a complex psychiatric illness that can affect young children. It is characterized by serious problems in emotional attachments to others. RAD usually presents by age 5, but a parent, caregiver or physician may notice that a child has problems with emotional attachment by their first birthday. Often, a parent brings an infant or very young child to the doctor with one or more of the following concerns:
* severe colic and/or feeding difficulties
* failure to gain weight
* detached and unresponsive behavior
* difficulty being comforted
* preoccupied and/or defiant behavior
* inhibition or hesitancy in social interactions
* disinhibition or inappropriate familiarity or closeness with strangers.
The physical, emotional and social problems associated with RAD may persist as the child grows older.
Most children with Reactive Attachment Disorder have had severe problems or disruptions in their early relationships. Many have been physically or emotionally abused or neglected. Some have experienced inadequate care in an institutional setting or other out-of-home placement (for example a hospital, residential program, foster care or orphanage). Others have had multiple or traumatic losses or changes in their primary caregiver. The exact cause of Reactive Attachment Disorder is not known.
Children who exhibit signs of Reactive Attachment Disorder need a comprehensive psychiatric assessment and individualized treatment plan. These signs or symptoms may also be found in other psychiatric disorders. A child should never be given this label or diagnosis without a comprehensive evaluation.
Treatment of this complex disorder involves both the child and the family. Therapists focus on understanding and strengthening the relationship between a child and his or her primary care givers. Without treatment, this condition can affect permanently a child's social and emotional development. However, unconventional and forced treatments such as "rebirthing" strategies are potentially dangerous and should be avoided.
Parents of a young child who shows signs or symptoms of Reactive Attachment Disorder should:
* seek a comprehensive psychiatric evaluation by a qualified mental health professional prior to the initiation of any treatment
* make sure they understand the risks as well as the potential benefits of any intervention
* feel free to seek a second opinion if they have questions or concerns about the diagnosis and/or treatment plan
Reactive Attachment Disorder is a serious clinical condition. Fortunately, it is relatively rare. Evaluating and treating children with complex child psychiatric disorders such as Reactive Attachment Disorder is challenging. There are no simple solutions or magic answers. However, close and ongoing collaboration between the child's family and the treatment team will increase the likelihood of a successful outcome.
(Source found on American Academy of Child & Adolescent Psychiatry)
(http://www.aacap.org/cs/root/facts_for_families/reactive_attachment_disorder)
Strategies on how to handle a student with Reactive Attachment Disorder
Step 1
Talk to the child's parents. They may have some useful strategies for managing the child's behavior. It is important to phone or email directly, since notes sent home with the child will probably not get to the parents. Let the child know that you will be in frequent contact with her parents.
Step 2
Know that children with RAD need a different type of teaching. Traditional behavior plans such as getting stickers or treats for good behavior won't work because the RAD child will just figure out how to work the system. They do not care about your approval.
Step 3
Acknowledge good decisions and good behavior. Be specific in your praise. Avoid saying general things like, "You were a good girl today." Such non-specific praise won't mean anything to the RAD child. Do not attach good behavior to a tangible reward. Again, traditional behavior management plans don't work.
4.
Step 4
Administer consequences for poor decisions and behavior. Remain calm and in control of your emotions when you do this. He is trying to provoke a negative response from you and will feel as though he's won if you get angry. Similarly, avoid "I statements," such as "I'm disappointed that you did that." If you do get upset (as you are bound to do sometimes), remove yourself or the child from the situation until you have regained control of your emotions. Avoid using a traditional time-out for the child, though, as their goal is to isolate themselves.
Step 5
Teach them about choices. These children do not understand cause and effect. Explicitly point out choices they are making, i.e. "You are choosing to distract others from their work." This is a difficult concept for the RAD child, but once you make some headway on this, you can teach them about good choices and bad choices.
Step 6
Get help. Learn more about RAD (see Resources). The parents may be able to help you both with RAD resources and what has worked for their child. The school psychologist, counselor or social worker might also be able to help with interventions.
Step 7
Avoid losing faith in yourself. The child did not become this way overnight, and you cannot be expected to change her overnight. She will, in fact, require extensive therapy and support from the parents and school in order to turn things around and lead a healthy, happy and productive life.
(Source Ehow.com)
(http://www.ehow.com/how_2205074_child-reactive-attachment-disorder-classroom.html)
Monday, April 27, 2009
More Asperger Syndrome Info
Asperger Syndrome (also known as Asperger Disorder) is a relatively new category of developmental disorder, first recognized officially in the DSM in 1994.
Briefly, Asperger Syndrome is thought to be the mildest of a spectrum of developmental disorders known as autism. As with other conditions of autism, it is a neurological disorder of unknown cause. Children with Aspergers present with deviations in social skills, problems with communication, behavioral characteristics involving repetitive features, and a limited but intense range of interests. While children with AS have been spoken of as having “a dash of autism,” it is not entirely clear that Aspergers is truly a form of autism, or whether it is related only in the similarities of signs and symptoms.
Since AS itself has a wide range of severity, less impaired children who might meet the criteria for that diagnosis are sometimes not diagnosed at all, or are misdiagnosed with ADHD or other emotional disturbances.
There are five children with Aspergers for every child who presents with classic autism, although some may not have been correctly diagnosed with the syndrome, so it is not a rare disorder at all. For reasons that are yet unknown, Aspergers is more common in boys than in girls. It appears to be associated with other types of disorders, including Tourette disorder, attention deficit problems, depression, and anxiety.
The most obvious characteristic of persons with Aspergers is their areas of special interest. Often, and very early in their life, these kids will demonstrate an obsessive interest in one specific area such as math or aspects of science or history, learning everything possible on the subject, dwelling on it even during free periods. Sometimes these areas of interest will change over time, replaced by new obsessions, but often the interests will continue through adulthood, even forming the basis for a career.
Another common trait of children with Aspergers Syndrome is the socialization deficit. This differs from the same characteristics seen in classic autism in that AS children are usually not as socially impaired as are children with autism. Once they get to school age, children with AS often express an interest in friends and are frustrated by their socialization difficulties.
While normal language skills are a characteristic separating AS from other forms of autism, there are differences in how children with Aspergers use language and how it is used by the unaffected population. The rote skills are strong, sometimes very strong, but their spoken language is often unusual. Sometimes the language sounds overly formal, slang is misused or not used at all, and things are often taken too literally, with major problems dealing with abstracts. Many children with Aspergers have problems understanding or appreciating humor, this in spite of the fact that they are likely to show an interest in jokes, particularly such things as puns and word games.
Although there is little solid information regarding the likely outcome of children with Aspergers, it does appear that, compared to other forms of autism, children with AS are much more likely to grow up to become functioning adults. While limitations continue, it is clear that AS does not preclude the potential for a more normal adult life. Typically, adults with AS will gravitate to a profession that relates to their own area of interest, sometimes becoming proficient. Success in adulthood appears to be closely related to intelligence.
* For additional information on Asperger’s syndrome, see the Asperger Syndrome Education Network. The above has been a synopsis of information found there.
http://www.radkid.org/asperger.html
Asperger Syndrome
Asperger's Syndrome - Symptoms
Although there are many possible symptoms of Asperger’s syndrome, the main symptom is severe trouble with social situations. Your child may have mild to severe symptoms or have a few or many of these symptoms. Because of the wide variety of symptoms, no two children with Asperger's are alike.
Symptoms during childhood
Parents often first notice the symptoms of Asperger's syndrome when their child starts preschool and begins to interact with other children. Children with Asperger's syndrome may:
- Not pick up on social cues and may lack inborn social skills, such as being able to read others' body language, start or maintain a conversation, and take turns talking.
- Dislike any changes in routines.
- Appear to lack empathy.
- Be unable to recognize subtle differences in speech tone, pitch, and accent that alter the meaning of others’ speech. Thus, your child may not understand a joke or may take a sarcastic comment literally. Likewise, his or her speech may be flat and difficult to understand because it lacks tone, pitch, and accent.
- Have a formal style of speaking that is advanced for his or her age. For example, the child may use the word "beckon" instead of "call" or the word "return" instead of "come back."
- Avoid eye contact or stare at others.
- Have unusual facial expressions or postures.
- Be preoccupied with only one or few interests, which he or she may be very knowledgeable about. Many children with Asperger's syndrome are overly interested in parts of a whole or in unusual activities, such as designing houses, drawing highly detailed scenes, or studying astronomy. They may show an unusual interest in certain topics such as snakes, names of stars, or dinosaurs.2
- Talk a lot, usually about a favorite subject. One-sided conversations are common. Internal thoughts are often verbalized.
- Have delayed motor development. Your child may be late in learning to use a fork or spoon, ride a bike, or catch a ball. He or she may have an awkward walk. Handwriting is often poor.
- Have heightened sensitivity and become overstimulated by loud noises, lights, or strong tastes or textures. For more information about these symptoms, see sensory integration dysfunction.
A child with one or two of these symptoms does not necessarily have Asperger’s syndrome. To be diagnosed with Asperger’s syndrome, a child must have a combination of these symptoms and severe trouble with social situations.
Although the condition is in some ways similar to autism, a child with Asperger's syndrome typically has normal language and intellectual development. Also, those with Asperger's syndrome typically make more of an effort than those with autism to make friends and engage in activities with others.
Symptoms during adolescent and teen years
Most symptoms persist through the teen years. And although teens with Asperger's can begin to learn those social skills they lack, communication often remains difficult. They will probably continue to have difficulty "reading" others' behavior.
Asperger's Syndrome - Symptoms
(continued)
continued...
Your teen with Asperger's syndrome (like other teens) will want friends but may feel shy or intimidated when approaching other teens. He or she may feel "different" from others. Although most teens place emphasis on being and looking "cool," teens with Asperger's may find it frustrating and emotionally draining to try to fit in. They may be immature for their age and be naive and too trusting, which can lead to teasing and bullying.
All of these difficulties can cause teens with Asperger's to become withdrawn and socially isolated and to have depression or anxiety.3
But some teens with Asperger's syndrome are able to make and keep a few close friends through the school years. Some of the classic Asperger's traits may also work to the benefit of your teen. Teens with Asperger's are typically uninterested in following social norms, fads, or conventional thinking, allowing creative thinking and the pursuit of original interests and goals. Their preference for rules and honesty may lead them to excel in the classroom and as citizens.
Symptoms in adulthood
Asperger's syndrome is a lifelong condition, although it tends to stabilize over time, and improvements are often seen. Adults usually obtain a better understanding of their own strengths and weaknesses. They are able to learn social skills and how to read others' social cues. Many people with Asperger's syndrome marry and have children.
Some traits that are typical of Asperger's syndrome, such as attention to detail and focused interests, can increase chances of university and career success. Many people with Asperger's seem to be fascinated with technology, and a common career choice is engineering. But scientific careers are by no means the only areas where people with Asperger's excel. Indeed, many respected historical figures have had symptoms of Asperger's, including Wolfgang Amadeus Mozart, Albert Einstein, Marie Curie, and Thomas Jefferson.
http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms
Classroom Strategies
Classroom Strategies
On a daily basis, teachers face multiple challenges in the classroom. One of those challenges is teaching a group of students with varying abilities so that everyone can learn grade-level skills and content. This means that while teaching to the group, you have to keep in mind the needs of individual learners. This is especially important for those students with learning disabilities (LD) in your classroom.
Students with learning disabilities often require special attention (in terms of accommodations and modifications) and may also need access to assistive technologies in order to keep up with their classmates. As you know, students with LD are often as smart as their peers, but since they process information differently, they need additional support to compensate for their disability. If a student has been formally diagnosed with a learning disability, the accommodations that he or she needs should already be listed in an Individualized Education Program (IEP). As the student's teacher, you are an important member of the IEP team, providing observations and information about the kinds of specialized instruction and additional support that the student needs.
Accommodations and assistive technology are not meant to lower expectations of what a student with LD can learn and accomplish. They are intended to "level the playing field" in order to give the student a realistic chance to succeed in school. The following four articles should offer an introduction to the types of adjustments that you can make in the classroom.
- Accommodations for Students with LD suggests a number of ways that teachers can accommodate students with regard to presentation, student response, timing, setting, and test scheduling.
- Assistive Technology highlights the potential benefits of simple and complex "tools" for students with learning disabilities.
- Accommodating Students with Dyslexia in All Classroom Settings suggests a number of concrete accommodations that teachers can use for dyslexic students with regard to interactive instruction and student response.
- Accommodations, Techniques and Aids for Learning lists a wide range of adjustments that teachers can make depending upon a student's particular disability.
Learning Disabilities
Noah felt like he was always hitting the books. While his friends were meeting for pickup soccer games after school, he was back home in his room reading and rereading the same material. But no matter how hard Noah studied, he had difficulty remembering things and his grades stayed average. Meanwhile, his friend Sean, who never seemed to study, always aced tests. It didn't seem fair.
Because Noah was so frustrated, his dad and teachers made an appointment with the school psychologist. She diagnosed Noah with a learning disability. Although Noah felt relieved to know what was going on, he was also worried. He didn't like the "disability" label. And he was concerned about what it might mean for his future. Would he be able to go to college and study engineering as he'd hoped?
What Are Learning Disabilities?
For someone diagnosed with a learning disability, it can seem scary at first. But a learning disability doesn't have anything to do with a person's intelligence - after all, such successful people as Walt Disney, Alexander Graham Bell, and Winston Churchill all had learning disabilities.
Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. There are many kinds of learning disabilities. Most students affected by learning disabilities have more than one kind. Certain kinds of learning disabilities can interfere with a person's ability to concentrate or focus and can cause someone's mind to wander too much. Other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems.
The way our brains process information is extremely complex - it's no wonder things can get messed up sometimes. Take the simple act of looking at a picture, for example: Our brains not only have to form the lines into an image, they also have to recognize what the image stands for, relate that image to other facts stored in our memories, and then store this new information. It's the same thing with speech - we have to recognize the words, interpret the meaning, and figure out the significance of the statement to us. Many of these activities take place in separate parts of the brain, and it's up to our minds to link them all together.
If, like Noah, you've been diagnosed with a learning disability, you're not alone. Nearly four million school-age children and teens have learning disabilities, and at least 20% of them have a type of disorder that makes it difficult to focus.
What Are the Signs of Learning Disabilities?
You can't tell by looking that a person has a learning disability, which can make learning disabilities hard to diagnose. Learning disabilities typically first show up when a person has difficulty speaking, reading, writing, figuring out a math problem, communicating with a parent, or paying attention in class. Some kids' learning disabilities are diagnosed in grade school when a parent or a teacher notices a kid can't follow directions for a game or is struggling to do work he or she should be able to do easily. But other kids develop sophisticated ways of covering up their learning issues, so learning disabilities don't show up until the teen years when schoolwork - and life - gets more complicated.
Most learning disabilities fall into one of two categories: verbal and nonverbal.
People with verbal learning disabilities have difficulty with words, both spoken and written. The most common and best-known verbal learning disability is dyslexia, which causes people to have trouble recognizing or processing letters and the sounds associated with them. For this reason, people with dyslexia have trouble with reading and writing tasks or assignments.
Some people with verbal learning disabilities may be able to read or write just fine but they have trouble with other aspects of language. For example, they may be able to sound out a sentence or paragraph perfectly, making them good readers, but they can't relate to the words in ways that will allow them to make sense of what they're reading (such as forming a picture of a thing or situation). And some people have trouble with the act of writing as their brains struggle to control the many things that go into it - from moving their hand to form letter shapes to remembering the correct grammar rules involved in writing down a sentence.
People with nonverbal learning disabilities may have difficulty processing what they see. They may have trouble making sense of visual details like numbers on a blackboard. Someone with a nonverbal learning disability may confuse the plus sign with the sign for division, for example. Some abstract concepts like fractions may be difficult to master for people with nonverbal learning disabilities.
A behavioral condition called attention deficit hyperactivity disorder (ADHD) is often associated with learning disabilities because people with ADHD may also have a hard time focusing enough to learn and study. Students with ADHD are often easily distracted and have trouble concentrating. They may also be excessively active or have trouble controlling their impulses.
What Causes Them?
No one's exactly sure what causes learning disabilities. But researchers do have some theories as to why they develop. They include:
- Genetic influences. Experts have noticed that learning disabilities tend to run in families and they think that heredity may play a role. However, researchers are still debating whether learning disabilities are, in fact, genetic, or if they show up in families because kids learn and model what their parents do.
- Brain development. Some experts think that learning disabilities can be traced to brain development, both before and after birth. For this reason, problems such as low birth weight, lack of oxygen, or premature birth may have something to do with learning disabilities. Young children who receive head injuries may also be at risk of developing learning disabilities.
- Environmental impacts. Infants and young children are susceptible to environmental toxins (poisons). For example, you may have heard how lead (which may be found in some old homes in the form of lead paint or lead water pipes) is sometimes thought to contribute to learning disabilities. Poor nutrition early in life may also lead to learning disabilities later in life.
How Do You Know If You Have a Learning Disability?
Just because you have trouble studying for a test doesn't mean you have a learning disability. There are as many learning styles as there are individuals. For example, some people learn by doing and practicing, others learn by listening (such as in class), and others prefer to read material. Some people are just naturally slower readers or learners than others, but they still perform well for their age and abilities. Sometimes, what seems to be a learning disability is simply a delay in development; the person will eventually catch up with - and perhaps even surpass - his or her peers.
But many people with learning disabilities struggle for a long time before someone realizes that there's a reason they're having so much trouble learning. For most people in their teen years, the first telltale sign of most learning disabilities occurs when they notice that there's a disconnect between how much they studied for a test and how well they performed. Or it may just be a feeling a person has that something isn't right. If you're worried, don't hesitate to share your thoughts with a parent or a teacher.
The first step in diagnosing a learning disability is ruling out vision or hearing problems. A person may then work with a psychologist or learning specialist who will use specific tests to help diagnose the disability. Often, these can help pinpoint that person's learning strengths and weaknesses in addition to revealing a particular learning disability.
Coping With a Learning Disability
Although a diagnosis of a learning disability can feel upsetting, it's actually the first step in resolving the condition. Once an expert has pinpointed a person's particular problem, he or she can then follow strategies or take medicines to help cope with the disability. And taking steps to manage the disability can often help restore a student's self-esteem and confidence.
Some students who have been diagnosed with a learning disability work with a special teacher or tutor for a few hours a week to learn special study skills, note-taking strategies, or organizational techniques that can help them compensate for their learning disability. If you've been diagnosed with a learning disability, you may need support just for the subjects that give you the most trouble. Your school may have a special classroom with a teacher who is trained to help students overcome learning problems.
Some schools develop what is called an Individualized Education Program (or IEP), which helps define a person's learning strengths and weaknesses and make a plan for the learning activities that will help the student do his or her best in school. A student's IEP might include some regular time with a tutor or in a specialized classroom for a certain subject, or the use of some special equipment to help with learning, such as books on tape or laptop computers for students who have dyslexia.
Medication is often prescribed to help students with ADHD. There are several medicines on the market today to help improve a student's attention span and ability to focus and to help control impulses and other hyperactive behavior.
There's no cure for a learning disability. And you don't outgrow it. But it's never too late to get help. Most people with learning disabilities learn to adapt to their learning differences, and they learn strategies that help them accomplish their goals and dreams.
Reviewed by: D'Arcy Lyness, PhDhttp://kidshealth.org/teen/diseases_conditions/learning/learning_disabilities.html?tracking=T_RelatedArticle
Attention Deficit Hyperactivity Disorder
ADHD stands for attention deficit hyperactivity disorder. ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD. The term ADD is sometimes still used, though, to describe a type of ADHD that doesn't involve hyperactivity.
ADHD is a medical condition that affects how well someone can sit still, focus, and pay attention. People with ADHD have differences in the parts of their brains that control attention and activity. This means that they may have trouble focusing on certain tasks and subjects, or they may seem "wired," act impulsively, and get into trouble.
Symptoms and Signs of ADHD
Although ADHD begins in childhood, sometimes it's not diagnosed until a person is a teen — and occasionally not even until someone reaches adulthood.
Because ADHD is a broad category covering different things — attention, activity, and impulsivity — it can show up in different ways in different people. Some of the signs of ADHD are when someone:
* has difficulty paying attention or staying focused on a task or activity
* has problems finishing assignments at school or home and jumps from one activity to another
* has trouble focusing on instructions and difficulty following through
* loses or forgets things such as homework
* is easily distracted, even when doing something fun
* has problems paying close attention to details or makes careless mistakes
* has trouble organizing tasks and activities
* has difficulty waiting one's turn
* interrupts or intrudes on other people
* blurts out answers before questions have been completed
* fidgets with hands or feet or squirms about when seated
* feels restless
* talks excessively and has trouble engaging in activities quiet
Of course, it's normal for everyone to zone out in a boring class, jump into a conversation, or leave their homework on the kitchen table once in a while. But people with ADHD have so much trouble staying focused and controlling their behavior that it affects their emotions and how well they do in school or other areas of their lives. In fact, ADHD is often viewed as a learning disorder because it can interfere so much with a person's ability to study and learn.
Sometimes the symptoms of ADHD become less severe as a person grows older. For example, experts believe that the hyperactivity part of the disorder can diminish with age, although the problems with organization and attention often remain. Although some people may "grow out of" their symptoms, more than half of all kids who have ADHD will continue to show signs of the condition as young adults.
What Causes ADHD?
Doctors and researchers still aren't exactly sure why some people have ADHD. Research shows that ADHD is probably genetic and that it may be inherited in some cases. Scientists are also exploring other things that may be associated with ADHD: For example, ADHD may be more prevalent in kids who are born prematurely. It is also more common in guys than it is in girls.
Doctors do know that ADHD is caused by changes in brain chemicals called neurotransmitters (pronounced: nur-oh-trans-mih-terz). These chemicals help send messages between nerve cells in the brain. The neurotransmitter dopamine (pronounced: doe-puh-meen), for example, stimulates the brain's attention centers. So a person with low amounts of this chemical may show symptoms of ADHD.
How Is ADHD Treated?
Because there's no cure for ADHD, doctors treat people by helping them to manage the symptoms most effectively. Because some people have more trouble with the attention side of the disorder and others have more problems with the activity side, doctors tailor their treatment to the person's symptoms. So different people with ADHD may have different treatments.
Doctors usually follow what's called a multimodal (pronounced: mul-tee-moe-dul) approach to ADHD treatment. This means that they use several different treatment methods for one patient, such as medication, family and individual counseling, and changes at school to address particular learning styles.
Medication
Certain medicines can help people with ADHD by improving their focus and attention and reducing the impulsiveness and hyperactivity associated with ADHD. People with ADHD used to have to take medicine several times a day, but now there are some that can be taken at home once a day in the morning. Scientists are constantly working to develop new medications to treat ADHD.
You can discuss treatment options with your doctor, but always follow the doctor's instructions about medication dosages. If you have been taking medicine for ADHD since you were a kid, your doctor will probably adjust your medication for changes in your symptoms as you get older.
Counseling and Other Therapies
Family counseling helps treat ADHD because it keeps parents informed and also shows them ways they can work with their kids to help. It also helps to improve communication within the family and to solve problems that come up between teens and their parents at home. Individual counseling helps teens with ADHD to better understand their behavior and to learn coping skills. Sometimes lots of teens with ADHD work together in group therapy, which helps them work on coping skills and getting along better with others, if that's been a problem.
Schools are also involved in helping students with ADHD — most will develop a plan that's right for each teen and make changes that allow learning in ways that work best for them.
People with ADHD may also have other problems, such as depression, anxiety, or learning disabilities like dyslexia, that require treatment. They also may be at greater risk for smoking and using drugs, especially if the ADHD is not appropriately treated. That's why proper diagnosis and treatment are critical.
If You or Someone You Know Has ADHD
Most teens with ADHD are diagnosed as kids, but some people aren't diagnosed until they're in their teens or even older. It's normal to feel overwhelmed, scared, or even angry if you've been diagnosed with ADHD. That's one thing counseling can help with. Talking about those feelings and dealing with them often makes the process much easier.
If you have ADHD, you may not be aware that you're behaving in a way that's different from others; you're just doing what comes naturally. This can sometimes cause problems with people who don't understand or know about your condition. For example, you might speak your mind to someone only to get the feeling that you've shocked or offended that person. You may not understand why people get mad at you.
Learning all you can about your condition can be a huge help. The more you understand, the more involved you can be in your own treatment.
Tips to Try
Here are some of the things you might try to help with school and relationships:
* Sit in the front of class to limit distractions.
* Turn off email, instant messaging, and your phone when doing homework or other tasks that require focused attention. This will help protect you against being distracted.
* Talk with your teacher about your ADHD and work together to be sure you're learning in a way that works for you. For example, some schools will allow people with ADHD more time for taking tests. Some teens may benefit from smaller class sizes and tutorial help.
* Use tools that help you stay organized. For example, keep track of assignments in a homework notebook, including a list of books and readings you'll need to bring home to do them. Write down classes and other appointments in a daily planner (or if you have a smartphone that reminds you electronically, enter them in that) so you don't forget.
* Get plenty of exercise. Studies are starting to show that exercise can help people who have ADHD. If you feel hyper during school, talk to a teacher about taking activity breaks so you can stay focused and concentrate better when in class. Take frequent activity breaks while studying or doing homework.
* Practice relaxation and meditation techniques to relax and focus. Try this breathing exercise for starters.
* Let friends know what's going on. Sometimes with our friends, we blurt things out and regret it later or we do silly, impulsive things. If this happens to you, let your friends know that sometimes you just say things without thinking all the way through, apologize if you have hurt someone's feelings, and try to be extra careful in new situations.
* Take pride in the things you do well. Having ADHD is just a different way of being, and people with ADHD have their own abilities and talents.
If you have ADHD, it's natural to feel misunderstood and frustrated at times. It might seem like you're always losing your homework or having trouble following teachers' instructions, or you may have trouble making friends or getting along with your family members. It helps to learn as much as you can about ADHD and to find the methods that will help you work to your full potential — both academically and socially.
The good news is that doctors, counselors, and teachers are learning more about ADHD all the time and have a greater understanding than ever of the challenges people living with it face. Plus, the organization skills you develop now will serve you well in the future. Even people who don't have ADHD all find they need to develop these skills when they head off to the workplace — so you'll be ahead of the curve!
Reviewed by: Richard S. Kingsley, MD
http://kidshealth.org/teen/school_jobs/school/adhd.html
ADHD is a medical condition that affects how well someone can sit still, focus, and pay attention. People with ADHD have differences in the parts of their brains that control attention and activity. This means that they may have trouble focusing on certain tasks and subjects, or they may seem "wired," act impulsively, and get into trouble.
Symptoms and Signs of ADHD
Although ADHD begins in childhood, sometimes it's not diagnosed until a person is a teen — and occasionally not even until someone reaches adulthood.
Because ADHD is a broad category covering different things — attention, activity, and impulsivity — it can show up in different ways in different people. Some of the signs of ADHD are when someone:
* has difficulty paying attention or staying focused on a task or activity
* has problems finishing assignments at school or home and jumps from one activity to another
* has trouble focusing on instructions and difficulty following through
* loses or forgets things such as homework
* is easily distracted, even when doing something fun
* has problems paying close attention to details or makes careless mistakes
* has trouble organizing tasks and activities
* has difficulty waiting one's turn
* interrupts or intrudes on other people
* blurts out answers before questions have been completed
* fidgets with hands or feet or squirms about when seated
* feels restless
* talks excessively and has trouble engaging in activities quiet
Of course, it's normal for everyone to zone out in a boring class, jump into a conversation, or leave their homework on the kitchen table once in a while. But people with ADHD have so much trouble staying focused and controlling their behavior that it affects their emotions and how well they do in school or other areas of their lives. In fact, ADHD is often viewed as a learning disorder because it can interfere so much with a person's ability to study and learn.
Sometimes the symptoms of ADHD become less severe as a person grows older. For example, experts believe that the hyperactivity part of the disorder can diminish with age, although the problems with organization and attention often remain. Although some people may "grow out of" their symptoms, more than half of all kids who have ADHD will continue to show signs of the condition as young adults.
What Causes ADHD?
Doctors and researchers still aren't exactly sure why some people have ADHD. Research shows that ADHD is probably genetic and that it may be inherited in some cases. Scientists are also exploring other things that may be associated with ADHD: For example, ADHD may be more prevalent in kids who are born prematurely. It is also more common in guys than it is in girls.
Doctors do know that ADHD is caused by changes in brain chemicals called neurotransmitters (pronounced: nur-oh-trans-mih-terz). These chemicals help send messages between nerve cells in the brain. The neurotransmitter dopamine (pronounced: doe-puh-meen), for example, stimulates the brain's attention centers. So a person with low amounts of this chemical may show symptoms of ADHD.
How Is ADHD Treated?
Because there's no cure for ADHD, doctors treat people by helping them to manage the symptoms most effectively. Because some people have more trouble with the attention side of the disorder and others have more problems with the activity side, doctors tailor their treatment to the person's symptoms. So different people with ADHD may have different treatments.
Doctors usually follow what's called a multimodal (pronounced: mul-tee-moe-dul) approach to ADHD treatment. This means that they use several different treatment methods for one patient, such as medication, family and individual counseling, and changes at school to address particular learning styles.
Medication
Certain medicines can help people with ADHD by improving their focus and attention and reducing the impulsiveness and hyperactivity associated with ADHD. People with ADHD used to have to take medicine several times a day, but now there are some that can be taken at home once a day in the morning. Scientists are constantly working to develop new medications to treat ADHD.
You can discuss treatment options with your doctor, but always follow the doctor's instructions about medication dosages. If you have been taking medicine for ADHD since you were a kid, your doctor will probably adjust your medication for changes in your symptoms as you get older.
Counseling and Other Therapies
Family counseling helps treat ADHD because it keeps parents informed and also shows them ways they can work with their kids to help. It also helps to improve communication within the family and to solve problems that come up between teens and their parents at home. Individual counseling helps teens with ADHD to better understand their behavior and to learn coping skills. Sometimes lots of teens with ADHD work together in group therapy, which helps them work on coping skills and getting along better with others, if that's been a problem.
Schools are also involved in helping students with ADHD — most will develop a plan that's right for each teen and make changes that allow learning in ways that work best for them.
People with ADHD may also have other problems, such as depression, anxiety, or learning disabilities like dyslexia, that require treatment. They also may be at greater risk for smoking and using drugs, especially if the ADHD is not appropriately treated. That's why proper diagnosis and treatment are critical.
If You or Someone You Know Has ADHD
Most teens with ADHD are diagnosed as kids, but some people aren't diagnosed until they're in their teens or even older. It's normal to feel overwhelmed, scared, or even angry if you've been diagnosed with ADHD. That's one thing counseling can help with. Talking about those feelings and dealing with them often makes the process much easier.
If you have ADHD, you may not be aware that you're behaving in a way that's different from others; you're just doing what comes naturally. This can sometimes cause problems with people who don't understand or know about your condition. For example, you might speak your mind to someone only to get the feeling that you've shocked or offended that person. You may not understand why people get mad at you.
Learning all you can about your condition can be a huge help. The more you understand, the more involved you can be in your own treatment.
Tips to Try
Here are some of the things you might try to help with school and relationships:
* Sit in the front of class to limit distractions.
* Turn off email, instant messaging, and your phone when doing homework or other tasks that require focused attention. This will help protect you against being distracted.
* Talk with your teacher about your ADHD and work together to be sure you're learning in a way that works for you. For example, some schools will allow people with ADHD more time for taking tests. Some teens may benefit from smaller class sizes and tutorial help.
* Use tools that help you stay organized. For example, keep track of assignments in a homework notebook, including a list of books and readings you'll need to bring home to do them. Write down classes and other appointments in a daily planner (or if you have a smartphone that reminds you electronically, enter them in that) so you don't forget.
* Get plenty of exercise. Studies are starting to show that exercise can help people who have ADHD. If you feel hyper during school, talk to a teacher about taking activity breaks so you can stay focused and concentrate better when in class. Take frequent activity breaks while studying or doing homework.
* Practice relaxation and meditation techniques to relax and focus. Try this breathing exercise for starters.
* Let friends know what's going on. Sometimes with our friends, we blurt things out and regret it later or we do silly, impulsive things. If this happens to you, let your friends know that sometimes you just say things without thinking all the way through, apologize if you have hurt someone's feelings, and try to be extra careful in new situations.
* Take pride in the things you do well. Having ADHD is just a different way of being, and people with ADHD have their own abilities and talents.
If you have ADHD, it's natural to feel misunderstood and frustrated at times. It might seem like you're always losing your homework or having trouble following teachers' instructions, or you may have trouble making friends or getting along with your family members. It helps to learn as much as you can about ADHD and to find the methods that will help you work to your full potential — both academically and socially.
The good news is that doctors, counselors, and teachers are learning more about ADHD all the time and have a greater understanding than ever of the challenges people living with it face. Plus, the organization skills you develop now will serve you well in the future. Even people who don't have ADHD all find they need to develop these skills when they head off to the workplace — so you'll be ahead of the curve!
Reviewed by: Richard S. Kingsley, MD
http://kidshealth.org/teen/school_jobs/school/adhd.html
Welcome
This is a collection of information I have gathered (with help) regarding information on students with special needs. To travel through this blog all you have to do is navigate on the left hand side of the page and click on the subject that you wish to learn more about. Please take a moment to view the video below to get an idea on what special education is all about in Wisconsin.
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