Session 1.1

1. Session 1.1

2. Disabilities( *** High Incidence Disabilities) • Hearing Impairment • Mental Retardation*** • Multiple Disabilities • Orthopedic Impairment • Other Health Impairment • Specific Learning Disabilities*** • Visual Impairment including blindness • Autism Spectrum Disorder • Deaf-blindness • Deafness • Developmental Delay • Emotional Disturbance*** • Speech and Language Impairment*** • Traumatic Brain Injury

3. Learning Disabilities • Group Report • Brief definition- • Normal intelligence • 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

4. Etiology • No specific cause has been identified- some theories suggest: • It is neurological and that there is some type of brain damage, but most can not be identified- Lack of oxygen before, during or after birth is one suggestion

5. Etiology • Heredity- many people with LD report they have relatives who had it- but it may be the same environmental factors that both have experienced • Turner’s syndrome has been directly associated with mathematics disabilities

6. Etiology • SES- • Living with limited health care, • Living around dangerous toxins • Lead • Since we do not know what the causes are, we can not say what the prevention is.

7. Prevalence • Difficult to say because LD is such a large and encompassing term • About 4 to 7 % ( 5.5 % is 2005 from dept of ed) Nearly Half of all students identified for special education have Learning disabilities • Adults 15 to 23% • Next closest group by half is Speech and Language • Some feel it is a dumping ground for all students that do not learn

8. Prognosis • Some students with severe LD will need services their entire academic life even into adulthood- They will need to learn strategies to adapt to their needs • Some student ended up leaving special education once they have learned the foundational skills

9. Common Signs/ Physical characteristics • * Slow to remember facts • * Slow to learn new skills, relies heavily on memorization • * Impulsive, difficulty planning • * Unstable pencil grip • * Trouble learning about time • * Poor coordination, unaware of physical surroundings, prone to accidents • * Slow to learn the connection between letters and sounds • * Confuses basic words (run, eat, want) • * Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home) • * Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)

10. Common Signs/ Physical characteristics • * Reverses letter sequences (soiled/solid, left/fe • Avoids reading aloud • * Difficulty with handwriting • * Avoids writing assignment • * Difficulty making friends • * Trouble understanding body language and facial expressions, =)

11. Types of Interventions • Early intervention is essential However these is in conflict with the discrepancy model • Two approaches were taken- • Process- one approach tried to teach students to process information better. Retrain perceptual skills- very little success with this- Hamel research • Product approach is to focus on teaching the academic skills ( reading)

12. Types of intervention • Fluency training • Most with reading, but certainly can be math • Need to deal with social skills as well • Small group direct instruction ( on level) • Chunking • Perceptual motor correction • visualization

13. Classroom Practices and accommodations • A font to help with dyslexia- unique letters- b (s) are different than d (s) • So are all of the letters

14. Advanced organizers • Provide information at the start of the lesson to help children remember information

15. Mnemonics • Different memory techniques • Every good boy does fine

16. OtherTypes of LD • Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

17. Dyslexia is one type of learning disability. Others include... • Dyscalculia - a mathematical disability in which a person has unusual difficulty solving arithmetic problems and grasping math concepts. • Dysgraphia - a neurological-based writing disability in which a person finds it hard to form letters or write within a defined space.

18. Math Issues • Some students have problems with the multistep such as borrowing or visualizing the abstract. • Almost 50 % of children with learning disabilities, have problems with math.

19. Non Strategic Learners • Many LD students do not approach learning in an organized and efficient manner and need support with this area • Some of these skills include • Classifying, chunking, associating, sequencing

20. Non Strategic Learners • Classifying is the skills where students can groups things together in terms of what characteristics they have in common When students can group things together, they need to learn less- similar to chunking.

21. ADHD

22. ADHD • APA defines it as a persistent pattern of inattention and /or hyperactivity-impulsivity that is more frequent and severe than typically observed in individuals at a comparable level of development

23. ADHD • One confusing issue is their inattention • Often caused because they have a heightened sense of alertness, as a result they are tuned into everything and not able to tune out things • This lead to an inability to focus on one thing , thus considered in attentive.

24. ADHD Defined • As a condition included under other health impairments- having limited strength, vitality or alertness, including heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment… adversely affects a child’s educational performance. • Symptoms have to persist for six months to a degree that is maladaptive and inconsistent with developmental levels

25. Etiology • Very Little is known for sure, there are some theories that feel it is neurologically based- • Specifically the frontal lobes ( know for executive function- the ability to self regulate, inhibit inappropriate behaviors and engage in goal directed activities • Genetics may also play a role in ADHD as well

26. PREVALENCE • Some estimates include between 4 % others say between 3 -7 % and still others say 3-55 • BECAUSE ADHD CO-EXIST WITH OTHER DISABILITIES ND IS OFTEN NOT THE PRIMARY DISABILITY is one reason that there is not a clear number of how many children have ADHD • BOYS HAVE IT MORE THAN GIRLS- AS MUCH AS 4 TO 9 TIMES AS MUCH.

27. PREVALENCE • ADHD is not as prevalent in other countries. Other countries have a much tighter criteria for having ADHD • Some feel it will eliminate placing children as a result of cultural factors.

28. Prognosis • There is no "cure" for ADHD. Children with the disorder seldom outgrow it; however, some may find adaptive ways to accommodate the ADHD as they mature.... Even though most people don't outgrow ADHD, people do learn to adapt and live fulfilling lives. • Research shows Hyper activity sometimes decreases with age. Adolescents and adults still continue to have trouble with daydreaming and distractions • Medications can help

29. Medications • Ritalin, Adderal, Dexadrine or Concerta • Are actually stimulants- it is believed that these medications increase blood flow to the frontal lobe and help it function better • Increases attention level • Delays response time and allows a child to think something through and not be so impulsive

30. Medications • Medication improves behaviors related to ADHD, but not necessarily academic performance • Some controversy surrounds these medications • Over prescribed • Has side affects • Loss of appetite • Sleeplessness • Jitteriness • Dizziness

31. Medications • Can be given too strong a dose, • Need to monitor and work with family • Can have an incredibly positive affect in school • Once was against but have seen to many positive cases • Brad, Andrew

32. Common Physical Signs /Characteristics • In attention • Hyperactivity • Impulsivity

33. Common Physical Signs /Characteristics • In attention • Noticed by parents and teachers • The inability to pay attention has serious consequences • Can’t follow directions • Difficulty play along with others, lose their spot • Can’t focus on a task • Difficulty changing activities ( transitions

34. Common Physical Signs /Characteristics • Hyperactivity • Difficult to determine when an activity level becomes “Hyper” or to high.

35. Common Physical Signs /Characteristics • Impulsivity • A very common trait with children with ADHD. • Butt-in to conversations • Call out comments across a classroom • Change topic of conversation • Talk out of turn • One of the biggest reason ADHD children get into trouble- often make poor decisions because they did not think something through

36. Types of Interventions • First step- • behavioral techniques • Systematic instruction • Highly motivating materials*** • Medication- More than any other disability, Students with ADHD are prescribed medication • Ritalin, Adderal, Dexadrine or Concerta • *** too motivating and it is distracting

37. Types of Interventions • Teachers can give advanced notice of change in activities. _ “in five minutes I need you to finish reading so we can get ready for lunch” • Give clear concise directions- lose you after too many steps • Try and keep routines and maintain a structured schedule and environment

38. Types of Interventions • Teach social skills – direct instruction on how to interact with others and behave in socially appropriate ways • Behavior plans and FBA’s help • Teach self management with rewards

39. Types of Interventions • Keep loud noises and distraction to a minimum ( sound Fields) • Arrange desks for efficient flow • Dismiss students in Small Groups ( when Possible) • Have a behavior management plan • Remind student of classroom rules • Provide frequent feedback • Deliver positive consequence immediately and frequently • Introduce new activities and schedules incrementally • Teach and support management skills • Teach self regulation • Warn of transitions • Stand close to a student ( proximity)

40. Types of Interventions • Avoid drawing attention to a student's behavior • Conceal your frustration and redirect behavior • Explain clearly why the behavior is inappropriate • Provide alternatives ( e.g. Teach students to count to five before raising their hand)

41. Other Academic Performance • Time-on-task has been proven to have a direct correlation to academic performance • Time studying also has a direct correlation • ADHD children have trouble with both of these areas and not surprisingly their grades and performance in school suffers • Handwriting messy, can’t find work/homework

42. Other/Social Behaviors • As a result of the impulsivity, hyperactive and inattentive behaviors, positive social interactions decrease • ADHD children become more introspective- and judge themselves as failures • Creates a increasing cycle of alienation

43. Other/ADHD • Often ADHD is not identified till school age for several reasons • Before school the ADHD is not as serious a problem and can be accommodated for in different settings • Professionals do not want to identify someone wrongly • Many of the characteristics of ADHD are common among preschoolers

44. Other/ADHD • The major problem of students with ADHD is the vast amount of information they miss when they have episodes of non-attention • Some strategies might include: • Reduce distracting Stimuli • Keep it quiet • Reduce wall distractions • Hallway distractions, fish tanks, doors, water fountains, pencil sharpeners, high traffic areas

45. Place near teacher • Give a behavior chart with rewards • Pointer to track words • Timers, so he completes task on time • Visual cues to indicate inappropriate behavior- sad faces, yellow cards • Give reading and math early in the day • Have teacher monitor progress carefully • Uses student offices • Teach self-management/ self regulation

46. Other/ADHD • ADHD is not an approved qualifying disability under IDEA 04, instead a child must qualify under “Other Health Impairments”

47. ADHDOther • Some people argue that ADHD is not a real disability and feel it is used and a excuse to justify bad behavior • ADHD rates are increasing • ADD is sometimes used, but the medically correct term is ADHD

48. Other/ADHD • Many times children with ADHD receive accommodations through a 504 plan.

49. Other/ADHDComorbidity • This is when ADHD exist with another disability • ADHD often overlaps with other disabilities • Some studies have shown, that as much as 70 % of children with ADHD also have Learning Disabilities • Comorbidity students can receive support on an LS room or a ES room depending on what other disability overlaps with ADHD

50. Emotional Disturbance