1. How is your disability defined by federal and state laws?
Federal Law defines Attention Deficient Disorder (ADD) and Attention Deficient Hyperactivity Disorder (ADD) under the IDEA law. The IDEA law does not clearly define the disabilities, but rather places them under “other health impairments.” This means a disability characterized by having limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment, due to chronic or acute health problems.” (New Jersey Administrative Code, Title 6A, pg. 57) (Smith 206)
The New Jersey State Law does not clearly define ADD/ADHD as a category but covered it is covered under the Rehabilitation Act or 504.
2. Developmental Characteristics of ADHD and ADHD What similarities and differences do ADHD and ADD have?
ADD and ADHD possess common characteristics. While there is not exact definition for each within state or federal laws, there is a lot of information available about what the two disabilities actually entail. Students with these two disabilities deal with behavioral as well as social issues.
Similarities and Differences in ADD/ADHD
Similarities Differences Cognitive • inability to pay attention • Has difficulty organizing tasks and activities • Fails to give close attention to details or make careless mistakes • Has trouble with directions/instructions • Easily distracted/does not appear to listen
Social • Antisocial behavior increases and positive social interactions decrease • Social skills are poor
Emotional • Can have symptoms of having anxiety or depression
Physical • ADD/ADHD can become aggressive suddenly when something targets a certain emotion
Functioning • Cannot pay attention in class. Children with ADD are often “daydreamers” and in their own world. Children with ADHD will speak out in class and/or act out in a certain way Cognitive • ADHD contains hyperactivity which means a person with this disability cannot sit for long periods of time • People with ADHD also are very impulsive, meaning they cannot control their own behavior
Social • Children with ADD are perceived as shy, or withdrawn while children with ADHD are often impulsive and hyperactive which leads to peer rejection
Physical • Children with ADHD are often impulsive, immature, fidget with their hands or feet, squirms in their seat and blurts out answers • Children with ADD are often caught daydreaming
Functioning • Boys with ADHD often act out suddenly
3.
Strategies For General Education Teacher
Academic:
General education teachers dealing with students with ADD and ADHD have a lot of strategies available to them. Students with ADD require promoting effective completion of assignments, providing structures for on-task behavior or supporting self management skills. Teachers can also use the classroom peers to promote the student’s attention as well as break up classroom activities so that the student stays engaged. Students with ADHD require positive reinforcement within their lessons. They often become frustrated on assignments which lead to aggressiveness. The best way to do this is by creating group activities that can get them to interact with their peers more. This may get them better involved with one another.
Academically, teachers can also provide open book or take home tests. They can also provide extra time on tests to students as well as short quizzes as well.
Socially, teachers should engage the students as best as they can. This can be done by allowing the students to participate in an admired activity. This can be done by creating group activities that promotes positive group work. The student’s peers will be able to positively interact with them and help their social skills. Also, group activities can lead to the student being able to formulate better answers to questions and have discussions with their peers.
This website serves as a resource to provide teachers with classroom tips as well as assignment suggestions. It provides teachers with information on how to prepare lesson plans, how to properly prepare and assign worksheets. It also gives suggestions on how to get students to interact with one another.
Agencies:
New Jersey Department of Education
The New Jersey Department of Education helps teachers properly prepare lesson plans with a modified curriculum. Also, it gives teachers information on how to find symptoms of ADHD in students and how to prepare their classroom better for it.
Other teachers can conduct classroom observations to help the general educator. This helps them by finding additional ways to improve classroom structure and educational environments.
People within your school:
The school nurse can help rule out other conditions through screenings. They can also administer medications if needed.
School administrators can help teachers by reviewing the IEP together. This will enable the general education teacher to understand what they need to do to help this particular student. The administrator can also help the teacher with curriculum as well as behavioral issues. People from related services may also be able to help the general education teacher. Speech therapists, as well as professionals from other disciplines, can come into the school to help improve the dynamic for the student.
Curriculum Materials: page 210,220
Teachers can use graphic organizers or play games in class that stress the student’s interests. This helps them socialize better. Also, Mary Fowler and the U.S. Department of Special Education Programs provides curriculum alternatives to teachers
References ADD in School. (2007). Teacher resources. Retrieved January 8, 2008, from http://www.addinschool.com/teacher.html Center for the Advancement of Mental Health Practices in School. (2005). Resources for teachers dealing with students who have ADHD. Retrieved January 8, 2008, from http://www.mhrs.missouri.edu/modules.adhdclassrm.shtml Lanigan, V. (Ed.). (2007). Introduction to special education:Making a difference (6th edition ed.). Boston: Pearson Education. Project Eye to Eye. (2007). Newsletter. Retrieved January 8, 2008, from http://www.projecteyetoeye.org/mission.html Rief, S. (Ed.). (1993). How to reach and teach ADD/ADHD children: Practical techniques, strategies, and interventions for helping children with attention problems and hyperactivity. West Nyak,NY: Center for Applied Research in Education. Simms, D. (2005). Characteristics of ADD/ADHD. Retrieved January 8, 2008, from http://www.angelfire.com/ny/DebSimms/add.shtml William, B. J. (2007). Characteristics of ADHD children. Retrieved January 8, 2008, from http://www.ourspecialkids.org/addinfo2.html Williams, S. (2007). What causes ADD/ADHD? Retrieved January 8, 2008, from http://www.weblink.net/Williams-Diagnostics/causes.html
Behavioral Characteristics of Attention Deficit Disorder without hyperactivity (ADD) • Easily distracted by extraneous stimuli • Difficulty listening and following directions • Difficulty focusing and sustaining attention • Difficulty concentrating and attending to task • Inconsistent performance in school work- one day the student may be able to do the task, the next day cannot; the student is “consistently inconsistent” • Tunes out-may appear “spacey” • Disorganization- loses/can’t find belongings (papers, pencils, books); desks and rooms may be total disaster area • Poor study skills • Difficulty working independently
Critical Factors in working with children with ADD/ADHD • Teacher flexibility, commitment, and willingness • Training and knowledge about ADD/ADHD • Close communications between home and school • Providing clarity and structure for the students • Creative, engaging and interactive strategies • Teamwork- (team teaching) o Communication with parents • Administrative support • Respecting student privacy and confidentiality • Modifying assignments, cutting the written workload • Limit the amount of homework • Providing more time on assignments • Teacher sensitivity about embarrassing or humiliating students in front of peers • Assistance with organization • Environmental modifications • Value students’ differences and help bring out their strengths • Belief in the student- not giving up when plans A, B, C don’t work
Rief, S. (Ed.). (1993). How to reach and teach ADD/ADHD children: Practical techniques, strategies, and interventions for helping children with attention problems and hyperactivity. West Nyak,NY: Center for Applied Research in Education.
This blog is designed as a resource tool for teacher candidates learning about special education and students with special needs. Small groups within the class will create their own blogs about specific students with special needs, such as children with ADHD, and then link that blog to this central site.Each blog will contain information about the federal and state definition of the disability group, the general physical, social, cognitive, and emotional developments, as well as useful resources for teachers.
2 comments:
1. How is your disability defined by federal and state laws?
Federal Law defines Attention Deficient Disorder (ADD) and Attention Deficient Hyperactivity Disorder (ADD) under the IDEA law. The IDEA law does not clearly define the disabilities, but rather places them under “other health impairments.” This means a disability characterized by having limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment, due to chronic or acute health problems.”
(New Jersey Administrative Code, Title 6A, pg. 57)
(Smith 206)
The New Jersey State Law does not clearly define ADD/ADHD as a category but covered it is covered under the Rehabilitation Act or 504.
2. Developmental Characteristics of ADHD and ADHD
What similarities and differences do ADHD and ADD have?
ADD and ADHD possess common characteristics. While there is not exact definition for each within state or federal laws, there is a lot of information available about what the two disabilities actually entail. Students with these two disabilities deal with behavioral as well as social issues.
Similarities and Differences in ADD/ADHD
Similarities Differences
Cognitive
• inability to pay attention
• Has difficulty organizing tasks and activities
• Fails to give close attention to details or make careless mistakes
• Has trouble with directions/instructions
• Easily distracted/does not appear to listen
Social
• Antisocial behavior increases and positive social interactions decrease
• Social skills are poor
Emotional
• Can have symptoms of having anxiety or depression
Physical
• ADD/ADHD can become aggressive suddenly when something targets a certain emotion
Functioning
• Cannot pay attention in class. Children with ADD are often “daydreamers” and in their own world. Children with ADHD will speak out in class and/or act out in a certain way
Cognitive
• ADHD contains hyperactivity which means a person with this disability cannot sit for long periods of time
• People with ADHD also are very impulsive, meaning they cannot control their own behavior
Social
• Children with ADD are perceived as shy, or withdrawn while children with ADHD are often impulsive and hyperactive which leads to peer rejection
Physical
• Children with ADHD are often impulsive, immature, fidget with their hands or feet, squirms in their seat and blurts out answers
• Children with ADD are often caught daydreaming
Functioning
• Boys with ADHD often act out suddenly
3.
Strategies For General Education Teacher
Academic:
General education teachers dealing with students with ADD and ADHD have a lot of strategies available to them. Students with ADD require promoting effective completion of assignments, providing structures for on-task behavior or supporting self management skills. Teachers can also use the classroom peers to promote the student’s attention as well as break up classroom activities so that the student stays engaged. Students with ADHD require positive reinforcement within their lessons. They often become frustrated on assignments which lead to aggressiveness. The best way to do this is by creating group activities that can get them to interact with their peers more. This may get them better involved with one another.
Academically, teachers can also provide open book or take home tests. They can also provide extra time on tests to students as well as short quizzes as well.
Socially, teachers should engage the students as best as they can. This can be done by allowing the students to participate in an admired activity. This can be done by creating group activities that promotes positive group work. The student’s peers will be able to positively interact with them and help their social skills. Also, group activities can lead to the student being able to formulate better answers to questions and have discussions with their peers.
4.
http://www.mhrs.missouri.edu/modules/adhdclassrm.shtml/
This website serves as a resource to provide teachers with classroom tips as well as assignment suggestions. It provides teachers with information on how to prepare lesson plans, how to properly prepare and assign worksheets. It also gives suggestions on how to get students to interact with one another.
Agencies:
New Jersey Department of Education
The New Jersey Department of Education helps teachers properly prepare lesson plans with a modified curriculum. Also, it gives teachers information on how to find symptoms of ADHD in students and how to prepare their classroom better for it.
Other teachers can conduct classroom observations to help the general educator. This helps them by finding additional ways to improve classroom structure and educational environments.
People within your school:
The school nurse can help rule out other conditions through screenings. They can also administer medications if needed.
School administrators can help teachers by reviewing the IEP together. This will enable the general education teacher to understand what they need to do to help this particular student. The administrator can also help the teacher with curriculum as well as behavioral issues.
People from related services may also be able to help the general education teacher. Speech therapists, as well as professionals from other disciplines, can come into the school to help improve the dynamic for the student.
Curriculum Materials: page 210,220
Teachers can use graphic organizers or play games in class that stress the student’s interests. This helps them socialize better. Also, Mary Fowler and the U.S. Department of Special Education Programs provides curriculum alternatives to teachers
References
ADD in School. (2007). Teacher resources. Retrieved January 8, 2008, from http://www.addinschool.com/teacher.html
Center for the Advancement of Mental Health Practices in School. (2005). Resources for teachers dealing with students who have ADHD. Retrieved January 8, 2008, from http://www.mhrs.missouri.edu/modules.adhdclassrm.shtml
Lanigan, V. (Ed.). (2007). Introduction to special education:Making a difference (6th edition ed.). Boston: Pearson Education.
Project Eye to Eye. (2007). Newsletter. Retrieved January 8, 2008, from http://www.projecteyetoeye.org/mission.html
Rief, S. (Ed.). (1993). How to reach and teach ADD/ADHD children: Practical techniques, strategies, and interventions for helping children with attention problems and hyperactivity. West Nyak,NY: Center for Applied Research in Education.
Simms, D. (2005). Characteristics of ADD/ADHD. Retrieved January 8, 2008, from http://www.angelfire.com/ny/DebSimms/add.shtml
William, B. J. (2007). Characteristics of ADHD children. Retrieved January 8, 2008, from http://www.ourspecialkids.org/addinfo2.html
Williams, S. (2007). What causes ADD/ADHD? Retrieved January 8, 2008, from http://www.weblink.net/Williams-Diagnostics/causes.html
Behavioral Characteristics of Attention Deficit Disorder without hyperactivity (ADD)
• Easily distracted by extraneous stimuli
• Difficulty listening and following directions
• Difficulty focusing and sustaining attention
• Difficulty concentrating and attending to task
• Inconsistent performance in school work- one day the student may be able to do the task, the next day cannot; the student is “consistently inconsistent”
• Tunes out-may appear “spacey”
• Disorganization- loses/can’t find belongings (papers, pencils, books); desks and rooms may be total disaster area
• Poor study skills
• Difficulty working independently
Critical Factors in working with children with ADD/ADHD
• Teacher flexibility, commitment, and willingness
• Training and knowledge about ADD/ADHD
• Close communications between home and school
• Providing clarity and structure for the students
• Creative, engaging and interactive strategies
• Teamwork- (team teaching)
o Communication with parents
• Administrative support
• Respecting student privacy and confidentiality
• Modifying assignments, cutting the written workload
• Limit the amount of homework
• Providing more time on assignments
• Teacher sensitivity about embarrassing or humiliating students in front of peers
• Assistance with organization
• Environmental modifications
• Value students’ differences and help bring out their strengths
• Belief in the student- not giving up when plans A, B, C don’t work
Rief, S. (Ed.). (1993). How to reach and teach ADD/ADHD children: Practical techniques, strategies, and interventions for helping children with attention problems and hyperactivity. West Nyak,NY: Center for Applied Research in Education.
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