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♣ Seating: Seat the student with ADD/ADHD away from windows and away
from the door. Put the student with ADD/ADHD right in front of your desk
unless that would be a distraction for the student. Seats in rows, with focus on the
teacher, usually work better than having students seated around tables or facing one
another in other arrangements.
♣ Student work: Give instructions one at a time and repeat as necessary. If possible, work
on the most difficult material early in the day. Use visuals: charts, pictures, color coding.
Create a quiet area free of distractions for test-taking and quiet study. Create outlines for
note-taking that organize the information as you deliver it. Create worksheets and tests with fewer items; give frequent short quizzes rather than long tests. Reduce the number of timed tests. Test the student with ADD/ADHD in the way he or she does best, such as orally or filling in blanks. Show the student how to use a pointer or bookmark to track written words on a
page. Divide long-term projects into segments and assign a completion goal for each
segment. Let the student do as much work as possible on computer. Accept late work and
give partial credit for partial work.
♣ Organization: Have the student keep a master notebook, a three-ring binder with
a separate section for each subject, and make sure everything that goes into the
notebook has holes punched and is put on the rings in the correct section. Provide
a three-pocket notebook insert for homework assignments, completed
homework, and “mail” to parents (permission slips, PTA flyers). Color-code
materials for each subject. Allow time for student to organize materials
and assignments for home. Post steps for getting ready to go home.
Make sure the student with ADD/ADHD has a system for
writing down assignments and important dates
and uses it.
Impairments in social interaction
• Insistence on sameness; resistance to change
• Difficulty in expressing needs; uses gestures or pointing instead of words
• Repeating words or phrases in place of normal, responsive language
• Laughing, crying, showing distress for reasons not apparent to others
• Prefers to be alone; aloof manner
• Tantrums
• Difficulty in mixing with others
• May not want to cuddle or be cuddled
• Little or no eye contact
• Unresponsive to normal teaching methods
• Sustained odd play
• Spins objects
• Inappropriate attachments to objects
• Apparent over-sensitivity or under-sensitivity to pain
• No real fears of danger
• Noticeable physical over-activity or extreme under-activity
• Uneven gross/fine motor skills
• Not responsive to verbal cues; acts as if deaf although hearing
tests in normal range
Attention deficit disorder (ADD) is a psychiatric disorder of the neurodevelopmental type. It is characterized by problems paying attention, excessive activity, or difficulty controlling behavior which is not appropriate for a person’s age. These symptoms begin by age six to twelve, are present for more than six months, and cause problems in at least two settings (such as school, home, or recreational activities). In children, problems paying attention may result in poor school performance. Although it causes impairment, particularly in modern society, many children have a good attention span for tasks they find interesting.
According to the National Dissemination Center for Children with Disabilities (known as NICHCY), specific learning disabilities commonly
affect skills in the areas of:
• Reading (called dyslexia)
• Writing (called dysgraphia)
• Listening
• Speaking
• Reasoning
• Math (called dyscalculia)
Signs that a child might have a learning disability tend to appear in elementary school. For example, difficulty learning the alphabet, problems with following directions, trouble transforming thoughts into written words and misreading math problems are all possible indicators
of a specific learning disability. As well as:
• Difficulty reading out loud
• Poor reading comprehension
• Struggling to write papers and essays
• Trouble understanding lectures
• Difficulty holding a pencil
♣ Since most children with ADD are not as easily motivated by consequences (rewards
and punishment) as other children, they may be more difficult to discipline and may
repeat misbehavior. Although they would like very much to make good grades on a test or at
the end of the semester, these rewards (grades) may not occur quickly enough nor be strong enough to greatly influence their behavior. Frequently, they start out each new school year with the best intentions, but cannot sustain their efforts. Therefore, positive feedback or rewards are effective but must be given immediately, must be important to the child, and must occur more frequently than for other children. Consequently, sending home daily or weekly reports regarding school work should help improve grades.
♣ Typically, their misbehavior is not malicious but rather the result of their inattention, impulsivity, and/or failure to anticipate the consequences of their actions. They may not think before they act or speak. They also have trouble controlling their emotions. If they think it, they often say or do it. If they feel it, they show it. Belatedly, and with remorse, they realize they should not have said or done certain things. Giving children choices regarding chores or homework, for example, at home, selecting their chore, determining which subject is first and establishing a starting time, will increase compliance, productivity, and reduce aggression (at school, selecting topics for essays or reports).
♣ A performance assessment can be used to help students to better understand the task. Through performance assessment it is important to provide specific critical information
in order for students to set successful performance goals. Step-by-step
instruction can be provided using examples, models, and outlines of clear
expectations. Involve students in the assessment and evaluation process
and be sure to be specific with feedback. Feedback should also be
prompt in order for students to be able to set new goals.
♣ Inattention: Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities. Often has trouble keeping attention on tasks or play activities. Often does not seem to listen when spoken to directly. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instruction). Often has trouble organizing activities. Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework). Often loses things needed for tasks and activities (e.g., toys, school assignments, pencils, books, or tools). Is often easily distracted Is often forgetful in daily activities.
♣ Hyperactivity: Often fidgets with hands or feet or squirms in seat. Often gets up from seat when remaining in seat is expected. Often runs about or climbs when and where it is not appropriate. Often has trouble playing or enjoying leisure activities quietly. Is often "on the go" or often acts as if "driven by a motor". Often talks excessively.
♣ Impulsivity: Often blurts out answers before questions have been finished. Often has trouble waiting one’s turn. Often interrupts or intrudes on other (e.g., butts into conversations or games).
The term means a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Autism is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. Because of this, the behaviors associated with Autism can greatly impact a student’s academic achievement in the areas of reading, writing, speaking, and listening. Children with autism demonstrate communication deficits such as difficulty in expressing needs, and using gestures or pointing instead of words; repeating words or phrases in place of normal, responsive language; and may even involve a complete absence of spoken language; these all impact their academic achievement in the area of speaking. Deficits in the development of certain language skills may occur, particularly in the area of comprehension of higher level more complex discourse, which in turn, can affect reading comprehension ability. Uneven gross and fine motor skills impacts academic achievement in the area of writing, and being unresponsive to verbal cues impacts academic achievement in
the area of listening.
Learning disability is an umbrella term that refers to various
groups of disabilities marked by significant difficulties in the acquisition or use of listening, speaking, reading, writing, reasoning,
or mathematical skills; because of this, the behaviors associated with SLD (Specific Learning Disabilities) can greatly impact a student’s academic achievement in the areas of reading, writing, speaking, and listening. Difficulties with basic print reading and reading comprehension are the most common problems associated with learning disabilities. Because of the strong connection between spoken and written language, reading problems often can be
traced to early delays in receptive and expressive language development. However, many children who receive special
education services are able to close the achievement gap
and read print on the same level as their peers.
With the use of specialized techniques, these
students can learn to generalize specific
skills and strategies to a variety
of reading situations.
While autism is the most familiar label for these children, the condition actually comprises a spectrum of disability. Children are given the label of autism when they demonstrate all three of the diagnostic criteria for autism: severe deficits in social interaction, deficits in communication, and the presence of stereotypical and repetitive patterns of movements, activities, and interests. The term autism spectrum disorders, however, refers to the complex group of related disorders that have similar autism-like characteristics (including Asperger syndrome). In addition to this range of syndromes on the autism spectrum, children with autism spectrum disorder can show a wide range of levels of cognitive function, from superior levels of intellectual ability, to abilities in the range
exhibited by children with
mental retardation.
♣ Students with ADD tend to have language deficits, such as slow processing
of information; reading, writing, and responding slowly; recalls facts slowly. Students have trouble with listening and reading comprehension, they become confused with lengthy verbal directions; lose the main point, have difficulty taking notes; difficulty following directions; may not "hear" or pick out homework assignments from a teacher's lecture; poor reading comprehension, can't remember what is read, and therefore must reread material. They also have trouble with spoken language (oral expression): students with ADD talk less in response to questions where they must think and give an organized, concise answer; they avoid responding in class or give rambling answers. As for written language, students with ADD tend to be slow at reading and writing, take longer to complete work, produce less written work; have difficulty organizing essays; difficulty getting ideas out of their head and on paper; written test answers or essays and responses to discussion questions may be brief. Poor fine motor coordination also affects writing ability because handwriting for students
with ADD tends to be poor, small, and difficult to read; they tend to
write slowly; avoid writing and homework because it is difficult;
and prefer to print rather than write cursive.
In most situations, a learning disability is not readily observable.
Because there are no outward signs of a disability such as a white cane
or wheelchair, students with learning disabilities are often overlooked or
misunderstood. Understanding the implications of learning disabilities,
preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and
staff to provide academic and career opportunities for these students that are equivalent to those provided to their non-disabled peers.
Teachers can use assessment tools such as:
♣ Providing feedback and assist the student in planning the workflow of assignments. This is especially important with large writing assignments. It may be helpful to break the larger assignment into smaller components with opportunities for draft feedback.
♣ Scaffolding is also something that seems to make a real difference. Start out
with the teacher using heavily mediated instruction, known as explicit
instruction, then slowly begin to let the students acquire the skill, moving
towards the goal of student mediated instruction.
♣ Whether the student is in the general education classroom or learning
in a special class setting, it is important that teachers focus activities
on assessing individual students to monitor their progress through
the curriculum. Concerns for the individual must take
precedence over concerns for the group or the curriculum
or for the organization and management of
the general education classroom content.
♣ Applied Behavior Analysis (ABA) is the name of the systematic approach to the assessment and evaluation of behavior, and the application of interventions that alter behavior. The principles of analyzing behavior to understand its function, controlling the environment and interactions prior to a behavior (antecedents) and adjusting responses (consequences), and using positive reinforcement (rewarding what you want to see) are all ABA techniques that are often used in shaping behavior in individuals with autism. Many programs use the principles of ABA as a primary teaching method, or as a way of promoting positive and adaptive behavior.
♣ A Written Behavior Plan should be in place for each child’s targeted behaviors. If students have inappropriate behavior(s), there should be a plan for dealing with that behavior(s). All staff members in the class should have a copy of the behavior plans. The behavior plans can be very short or extensive depending on the needs of the student. Behavior plans can cover information as minor as “what to do when the child keeps taking of their shoe” to something as major as aggression, hitting, kicking etc. The behavior plans should be a written plan of action so that each member of your classroom team responds in the same way to a behavior.
♣ A data collection system should be in place to measure each student’s IEP (Individualized Education Plan) objectives. IEP objectives will need to
be measured using effective data collection methods. Data
collection sheets should be ready for the start of school.
♣ Many gifted children learn to read early, and are with better comprehension of the nuances of language. As much as half the gifted and talented population has learned to read before entering school. Gifted children often read widely, quickly, and intensely and have large vocabularies. Gifted children commonly learn basic skills better, more quickly, and with less practice. These skills show that gifted children are very strong at reading, writing, speaking, and listening.
♣ Provide instruction and accommodations to address the
student’s special needs. Examples: breaking tasks into smaller steps,
and giving directions verbally and in writing; giving the student
more time to finish schoolwork or take tests; letting the student
with reading problems use instructional materials that are accessible to those with print disabilities; letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.
♣ Learn about the different testing modifications that can really help a student with SLD show what he or she has learned.
♣ Teach organizational skills, study skills, and learning strategies. These
help all students but are particularly helpful to those with SLD.
♣ Establish a positive working relationship with the student’s parents. Through regular communication, exchange
information about the student’s progress at school. Work
with the student’s parents to create an IEP tailored
to meet the student’s needs.
♣ Schedule: A classroom schedule should be posted that reflects the following: independent work time, 1:1 (or 2:1) work time, small group instruction, social skills instruction, sensory play, structured play/structured recreation-leisure opportunities, fine motor work opportunities, personal management opportunities, limited large group activities.
♣ Floortime, or Difference Relationship Model (DIR): The premise of Floortime is that an adult can help a child expand his circles of communication by meeting him at his developmental level and building on his strengths. Therapy is often incorporated into play activities – on the floor – and focuses on developing interest in the world, communication and emotional thinking by following the child’s lead.
♣ Language Based Techniques/Augmentative and Alternative Communication (AAC): These techniques and strategies must be
embedded in all activities throughout the child’s day. AAC methods
can include picture symbol task analysis, picture exchange,
natural aided language techniques, visual cues for
behaviors, picture symbols, photographs,
written words (if the child
is reading), etc.
♣ Figure out in what area(s) students are gifted. You can acquire this information through formal and informal assessments that will help you provide extension, enrichment, acceleration, and complexity in that student's specific area of strength. This may mean a different lesson plan or finding additional resources related to an area of study. You could collaborate with the technology specialist, explore related arts, or work with other teachers to find appropriate extensions. Often this can mean linking the assignment to the student's area of interest or giving him authentic problems.
♣ Gifted children will accomplish a variety of things earlier than other children or will accomplish them at a higher level than their age peers will, and assessment must adapt to this reality. One strategy for making this adaptation is to use a test standardized for older children (this is the out of level testing that is used in the talent searches). A second strategy is to informally look for behaviors and skills that usually appear in older children. For example, an informal strategy for reading assessment is to take an inventory of the books that the child has read in the 6 months prior to the assessment. The most important step is not to make assumptions about the child's level of accomplishment based upon age or upon grade, but rather select test materials that will permit a young child to demonstrate high level skills in a variety of areas.
Assessing parent information: The careful collection of information from parents, via report forms, checklists and most importantly direct interviewing, becomes the foundation upon which the individual nature of the assessment is built. Parents, speaking to a professional for the first time, should feel free to say that they think that their child may be gifted. They should then hear a question like-"Why do you think that your child may be gifted?
What does your child do that suggests this?" thus opening the door for a frank and
complete history of the child's development and behavior.
Gifted children's behavior differs from that of their age-mates in the
following ways:
• Many gifted children learn to read early, with better comprehension of
the nuances of language. As much as half the gifted and talented population
has learned to read before entering school.
• Gifted children often read widely, quickly, and intensely and have large
vocabularies.
• Gifted children commonly learn basic skills better, more quickly, and with less practice.
• They are better able to construct and handle abstractions.
• They often pick up and interpret nonverbal cues and can draw inferences that other children need to have spelled out for them.
• They take less for granted, seeking the "hows" and "whys."
• They can work independently at an earlier age and can concentrate for longer periods.
• Their interests are both wildly eclectic and intensely focused.
• They often have seemingly boundless energy, which sometimes leads to a
misdiagnosis of hyperactivity.
• They usually respond and relate well to parents, teachers, and other adults. They
may prefer the company of older children and adults to that of their peers.
• They like to learn new things, are willing to examine the unusual, and are highly
inquisitive.
• They tackle tasks and problems in a well-organized, goal-directed,
and efficient manner.
• They exhibit an intrinsic motivation to learn, find out, or
explore and are often very persistent. "I'd rather do it
myself" is a common attitude.
Children with behavioral disabilities engage in conduct which is
disruptive to classroom functioning and/or harmful to themselves
and others. There are two categories of behavioral disabilities: oppositional defiant disorder and conduct disorder. Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an unwillingness to cooperate or follow directions. Children with this condition are not violent or aggressive, they simply refuse to cooperate with adults or peers. Conduct disorder is much more severe. This disorder is characterized by aggression, violence, and harm inflicted on self and others. Students with conduct disorder typically need to be taught in special education classrooms until their behavior has improved enough to allow contact with the general education population. Though not specifically detailed, both of these categories have the potential to impact a student’s academic achievement in the areas of reading,
writing, speaking, and listening.
♣ Hyperactivity
(short attention span, impulsiveness)
♣ Aggression or self-injurious behavior
(acting out, fighting)
♣ Withdrawal (not interacting socially with others, excessive fear or anxiety)
♣ Immaturity (inappropriate crying, temper tantrums, poor coping skills)
♣ Learning difficulties (academically performing below grade level)
Intellectual giftedness is an intellectual ability significantly higher than average. It is a characteristic of children, variously defined, that motivates differences in school programming.
♣ Assessment decisions for students with Emotional/Behavioral Issues focus on
determining the student's eligibility for special education and related services, developing
the student's Individualized Education Program (IEP), and ongoing measurement and monitoring
of student performance. These decisions are made appropriately when assessment is conducted in
a comprehensive and valid manner using various sources of information as appropriate such as
observations, evaluation measures, ratings scales and normative data (i.e., age, gender, ethnicity and language). Additionally, the measures employed must be considered valid and reliable for the group to
which the measures are administered. Failure to conduct a comprehensive and valid assessment may harm
or hinder a student's educational opportunities. Teachers must analyze factors underlying the student's behavior or emotional responses by identifying the target behavior, the function or purpose of the behavior and the factors maintaining the behavior; and document student's responses to interventions.
♣ Comprehensive assessment activities include the documentation of alternative interventions employed, multiple sources of information, such as but not limited to clinical or structured interviews, systematic observations, behavior checklists and rating scales, self-reports, work samples and standardized assessment instruments. Teachers should gather evidence concerning educational/classroom performance and obtain information about student abilities and performance in the areas of cognitive/academic, communication, social/emotional, personal/adaptive and perceptual/motor functioning.
♣ Information and involvement from parents/family is also essential in designing a comprehensive assessment. Input from parents ensure that the appropriate information is collected, documented,
used in determining eligibility and included when an IEP will be developed. Information related
to the student's developmental history; medical and health history; family dynamics (including
recent situational trauma); strengths and weaknesses; prior educational opportunities; cultural
and linguistic background; and functional abilities outside of the school setting is essential
to completing a comprehensive evaluation and is best provided by the parent,
guardian and/or other family member.
♣ Ensure that task demands and assessments are content rich. Many teachers think that serving the gifted means providing them with thinking skills or creative activities in isolation. These are fine as long as they are linked to high-level content. Everyone thinks critically about something, and he or she can be creative as long as the work is built upon a solid content foundation.
♣ Find other gifted students and create opportunities for them to work together. Gifted students need intellectual peers to develop optimally. This can be achieved in a variety of ways, such as ability grouping during school or supplemental programs. These supplemental programs are imperative to the health and well-being each learner. Gifted students need to spend time with other gifted students.
♣ Implement research-based curriculum units. These units, which have been found to be effective with gifted students while complementing state standards, can augment your curriculum, instruction, and assessment, and typically have effective results with different
populations of gifted students. Using these units of study will
save you time that you might otherwise spend seeking
resources, while ensuring that what you are using in
the classroom is supported by research.
The term means a condition exhibiting one or more of
the following characteristics over a long period of time and
to a marked degree that adversely affects a child’s
educational performance:
(A) An inability to learn that cannot be explained by
intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or
depression.
(E) A tendency to develop physical symptoms or
fears associated with personal or school
problems.
♣ Rules need to be established at the beginning of the school year,
and must be written in such a way as to be simple, understandable,
and positive. Consequences for breaking rules should also be established
at the beginning of the school year, and applied consistently and firmly
whenever the rules are broken. When administering consequences, provide feedback to the student in a calm, clear manner, that way, the student understands why the consequence is necessary.
♣ Routines also are very important for classroom management because students with emotional and behavioral disorders tend to struggle with transitions and unexpected change. Going over a visual schedule of the day’s activities is an effective way to start the day, and helps the students feel grounded.
♣ Techniques for supporting positive behavior in students with emotional and behavioral disorders often need to receive instruction in a special education setting because their behavior is too maladaptive for a general education classroom. Fostering and rewarding positive behavior has proven to be
vastly more effective than attempting to eliminate negative behavior.
Punishment and negative consequences tend to lead to power
struggles, which only make the problem behaviors worse. A few
ideas to guide and support growth towards more positive,
adaptive behavior are a token economy, a classroom
behavior chart, and positive peer review.