Welcome | Teach Special Education Teaching Children with Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) By: Educational Resources Information Center Defining Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) Attention deficit disorder is a syndrome characterized by serious and persistent difficulties in the following three specific areas: Attention span. ADD is a chronic disorder that can begin in infancy and extend through adulthood, having negative effects on a child's life at home, school, and within the community. The condition previously fell under the headings, "learning disabled," "brain damaged," "hyperkinetic," or "hyperactive." Diagnosis of Attention Deficit Disorder/Hyperactivity Disorder (ADHD) According to the criteria in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., rev.) Attention span criteria Hyperactivity criteria Fidgets; squirms in seat Leaves seat in classroom when remaining seated is expected Often runs about or climbs excessively at inappropriate times Has difficulty playing quietly Talks excessively Impulsivity criteria
Reading Comprehension | Adolescent Literacy 101 Click the "References" link above to hide these references. ACT (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Ames, IA: Author. Bates, L., Breslow, N., and Hupert, N. (2009). Five states’ efforts to improve adolescent literacy (Issues & Answers Report, REL 2009–No. 067). Biancarosa, G., & Snow, C. (2006). Graham, S. and Perin, D. (2007). Haynes, M. (2005). Heller, R. and Greenleaf, C.L. (2007, June). National Association of Secondary School Principals. (2005). National Association of State Boards of Education.(2009). National Council of Teachers of English (NCTE). (2004). National Governors Association. (2005). Short, D. Southern Regional Education Board (2009). Torgesen, J. Boardman, A. Hart, T., & Risley, B. (1995). Moje, E. Applebee, A., & Langer, J. (2006).
ADHD in the Classroom | Teaching Students with ADHD Many children with ADHD show signs of the disorder before they reach school age. But it’s in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis. ADHD is one of the first things that’s suspected when a child’s behavior in class, or performance on schoolwork, is problematic. A child who can’t seem to sit still, who blurts out answers in class without raising his hand, who doesn’t finish his homework, who seems to be daydreaming when the teacher gives instructions—these are well-known symptoms of ADHD. But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature. That’s why it’s important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child’s behavior. ADHD symptoms Inattentive symptoms of ADHD:
Canadian Dyslexia Association Canadienne de la Dyslexie It is a difficulty with the alphabet, reading, writing and spelling in spite of normal or above-normal intelligence, conventional teaching methods, and adequate sociocultural opportunity. Dyslexia is thought to be genetic and hereditary. According to the National Institutes of Mental Health, dyslexia is the most common learning disability. I'm asked to read aloud in front of the class, But the words swim before my eyes. The students stare expectantly, they wait for me to speak. The giggles start as they see my trouble, No one seems to understand what's wrong. Their laughing faces fill my head, Mocking me, making me feel like I'm somehow less Important than they. I don't know why I am this way, I've done nothing to deserve this; Why choose one person through which to convey The pressure that becomes paralysis? I finally decide there's no more use; I descend from the podium, shamefaced. I sink in my seat, my skin a lot paler, Through the window, a cloud covers the sun.
Reading Comprehension and Autism in the Primary General Education Classroom | Reading Rockets Click the "References" link above to hide these references. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders 5th ed.. Washington, DC: Author. Booth, R., & Happé, F. (2011). “Hunting with a knife and..fork”: Examining central coherence in autism, attention deficit/hyperactivity disorder, and typical development with a linguistic task. Carnahan, C.R., Williamson, P.S., & Christman, J. (2011). Chiang, H., & Lin, Y. Coyne, M.D., Kame'enui, E., Simmons, D. (2004). Diehl, J.J., Bennetto, L., & Young, E.C. (2006). Frith, U. (2012). Foorman, B. (2007). Fossett, B., & Mirenda, P. (2006). Gately, S.E. (2008). Happé, F., & Frith, U. (2006). Harvey, S., & Goudvis, A. (2013). Helfeldt, J.P., & Henk, W.A. (1990). Hume, K. (2013). Individuals With Disabilities Education Improvement Act of (2004). King, A. (1995). Knight, V.F., Spooner, F., & Browder, D.M. (2013). Koppenhaver, D.A. (2010). Lonigan, C. (2006). National Reading Panel (2000). Frith, U. (2012).
Strategies for Learning and Teaching | National Council for Special Education - CPD and In-School Support Skip to main content Encourage independence.Remove obstacles so that the student can move freely from lesson to lesson.Encourage support for the student from classmates.Consider physical access issues such as ramps, toilets, lifts and classroom layout.Incorporate advice from the occupational therapist in the student’s programme.Use computers and audio-visual aids in the student’s learning and teaching programme.Specialised equipment may also be necessary such as adapted keyboards, page turners, word boards or special desks.If writing is difficult consider using a tape recorder.Encourage communication to prevent isolation.Teach social skills if necessary.Allow students extra time to complete tasks.If teaching Physical Education, note that slower-paced activities are better than those requiring a fast response.
UDL: The UDL Guidelines Teaching Time Management to Students with Learning Disabilities By: Patricia W. Newhall Time management is a challenge for everyone. Students with language-based learning disabilities, attention deficit/hyperactivity disorder, dyslexia and other disabilities, find it even more challenging than other students. The concept of time can be particularly challeging. For example, being able to tell clock time is different from understanding the concept of time. Students who have learning disabilities need high structure, explicit teaching and extended opportunities to practice strategies until they develop independent skills. A good place to begin teaching time management is task analysis. Task analysis is something that many students do not develop intuitively, yet it is an essential element to developing time management. Purpose The purposes of the Task Analysis & Time Estimation Sheet are to raise students' awareness of the multiple steps that may be involved in a single task and to develop their perception of how much time it takes to complete that task.
Using the Buddy System to Create Peer Relationships Between Special Education Students and General Education Students - Teaching Special Thinkers Similar to many elementary schools around the country, our school has 4 low incidence classroom programs, housing students with autism and developmental disabilities. As a teacher of one of the autism classrooms, building social skills in my 5 to 8 year olds is a major priority. Problem is, with a classroom of 8 students with social skill deficits, how do I teach them skills that will be applicable with their same are peers when we don’t have same age peers in the classroom. Skills such as taking turns, waiting your turn, listening while others are talking, etc. can sound great in a lesson plan, but once it comes time to “teach” my students about these skills, it feels daunting and almost impossible, because they need a more “real-life” experience to learn. At the beginning of last year, I had a 5th grade teacher approach me about her students conducting some service hours with my class. Fast forward to mid-year.
Landmark School Resources Teachers at the renowned Landmark School — for children with language-based learning disabilities — provide classroom-tested and immediately useful strategies to meet diverse students’ needs. New resources from the Landmark School and Landmark Outreach will be added regularly! Resources for Educators The following articles offer practical, evidence-based strategies to help teachers support students with dyslexia and other language-based learning disabilities. Latest Outreach Program Resources Resources for Parents Learn more about Landmark School for students in grades 2-12 with dyslexia and other language-based learning disabilities. Latest Blog Posts: What is a Language-Based Learning Disability? About the Landmark School Outreach Program The Landmark School Outreach Program's mission is to empower students with language-based learning disabilities by offering their teachers an exemplary program of applied research and professional development.
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