Effective Accommodations to Incorporate in IEPs or Section 504 plans for Students with ADHD
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1 Effective Accommodations to Incorporate in IEPs or Section 504 plans for Students with ADHD PRESENTED BY: SHAWN MARIE GREEN, MAED-SPED CARBON SCHOOL DISTRICT, PRICE, UT JUNE 19, 2018
2 TODAY S MISSION: TO PROVIDE GREATER UNDERSTANDING OF STUDENTS WITH ADHD DISCUSS ACCOMMODATIONS TO HELP STUDENTS WITH ADHD BE MORE SUCCESSFUL IN THE CLASSROOM HELP LOWER THE STRESS LEVELS OF FACULTY/STAFF MEMBERS/PARENTS ENGAGING WITH STUDENTS WHO HAVE ADHD
3 ABOUT ME: Shawn Green MAEd-SpEd : Childhood: Failure Middle School: Failure High School: Failure College: Drop out (twice) MOM: AWESOME (Because I am as ADHD as my children, we relate) College Attempt #3: AWESOME (because some people found me) Special Education aide: AWESOME (because I found my people) College Attempt #4: AWSOME (Because of a degree to help my people) Special Educator: I LOVE MY LIFE!
4 About You Are you an educator, parent, other? Do you feel you are knowledgeable about ADHD? Not very? A little? Very? Share a story of your ADHD nightmare student/child and how it impacted your classroom/instructional time/life (please, no names)
5 Who can we ask to learn more or for help in our homes/classrooms? WILLIAM DODSON, MD (THE ADHD BRAIN) The DSM-V the bible of psychiatric diagnosis lists 18 diagnostic criteria for attention deficit disorder (ADHA or ADD). Clinicians use this to identify symptoms, insurance companies use it to determine coverage, and researchers use it to determine areas of worthwhile study. The problem: These criteria only describe how ADHD affects children ages 6-12, and that has led to misdiagnosis, misunderstanding, and failed treatment for teens, adults, and the elderly. Most people, clinicians included, have only a vague understanding of what ADHD means.
6 To toot my own horn access your Special Educators! NOT ALL SPECIAL EDUCATORS WILL HAVE ALL THE ANSWERS ON THE TIP OF THEIR TONGUE HOWEVER THE IEP FILE IS FULL OF INFORMATION RELATED TO THAT INDIVIDUAL STUDENT: COGNITIVE TESTING ACADEMIC TESTING CLINICAL DIAGNOSIS EDUCATIONAL HISTORY, ETC. IF THE STUDENT IS ON A SECTION 504 PLAN, THE ADMINISTRATORS OF THOSE PLANS WILL HAVE SIMILAR INFORMATION
7 Special Education vs Section 504 If a student has ADHD are they a Special Ed student or a Section 504 student?
8 Special Education Qualification: 3 Questions of Special Education Determination: There are 3 questions of eligibility for special education that must be positively answered for a student to be identified as having one of more of the 13 qualifying disabilities under the individual with disabilities education act (IDEA) 1. Do they have an identifiable disability based on IDEA? 2. Does that disability adversely affect the student s educational performance; for instance the progress they make in their classes? 3. Does the student with the disability require specially designed instruction and related services in order to make adequate educational progress? If the answer is yes to each of these questions, then we can appropriately view a student s difficulties in the classroom as the outcomes of a disability recognized by IDEA
9 Section 504 Qualifications Under 504, there is no list of "approved" disabling conditions. A person with a "disability" is simply one who (1) "has a physical or mental impairment which substantially limits one or more major life activities," (2) has a record of such an impairment, or (3) is regarded as having such an impairment. * The difference? This student doesn t require specialized instruction.
10 Regardless of if they are on an IEP (Special Education) or a Section 504 Plan, those students all have the right to accommodations. This can include instruction, assignments, curriculum, testing, excusal from physical education activities and can also mean how the students can physically access the buildings and classrooms. The 3 types of accommodations a student can receive involve: Alternate locations or conditions for testing and instruction (most often for testing) Allowing students to respond in different ways in order to complete assignments Providing a variety of ways for a student to access information
11 You don t give a dog Tylenol! You don t put a band-aid on severed arm! You don t give all ADHD students the same accommodations!
12 TYPES OF ADHD (DSM V) Inattentive ADHD Easily distracted Trouble focusing on task at hand Hyperactive-Impulsive ADHD Need for constant movement, fidget, squirm, and struggle to stay seated Interrupt others, blurt out answers, and struggle with self-control Combined Type ADHD combined-type ADHD demonstrate six or more symptoms of inattention, and six or more symptoms of hyperactivity and impulsivity In other words TRAIN WRECK!
13 The Battle is Real LIES! (Lack of executive function, smaller frontal lobe) LIES! (You can t be dumb/lazy and raise 10 kids. Crazy?) LIES! (It s not true, but we ourselves believe it at times) LIES! (This kid hasn t yet LIES! (One reason many girls go undiagnosed) LIES! (This is where I admit to murdering my pet pigeon) LIES! (Okay, um not exactly ) LIES! (I am FROM the past!)
14 ADHD is present from birth (congenital) and inherited in most cases. However, in most people, symptoms do not appear for several years. At younger ages, hyperactivity is the most commonly observed symptom. Inattentiveness and problems with organization and executive functions are not usually seen until much later as life s demands increase or symptoms overwhelm a person s inability to cope ADHD is primarily an inherited disorder. It is estimated that genetic pre-disposition is a contributing factor in 60% to 80% of ADHD cases. For the remainder, ADHD may be the result of environmental exposure or early brain injury that impedes normal brain development. --DR. PATRICIA O. QUINN, MD DIRECTOR NATIONAL CENTER FOR GIRLS AND WOMEN WITH AD/HD WASHINGTON, DC FROM THE BOOK: 100 QUESTIONS AND ANSWERS ABOUT ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) IN WOMEN AND GIRLS (2011 EDITION)
15 My 23 yr. old son is on the road with you, driving motorcycles and cars and his executive age is years!
16 Other things to consider Research has determined the as much as 65% of individuals diagnosed with ADHD will have one or more comorbid conditions at some point in their lives. - Dr. Carol Watkins, MD, 2002
17 Common conditions that often co-exist with ADHD: Oppositional Defiant Disorder (and Conduct Disorder) Learning and communication differences Anxiety (state or trait) Obsessive-Compulsive Disorder Depression Enuresis Drug abuse Bipolar Disorder Sleep Problems Tourettes Disorder Pervasive Developmental Disorder Many forms of physical illness (such as asthma) Accidental injury
18 Children with ADHD know they are different Dr. William Dodson, MD Interest-Based ADHD Nervous System only created by a momentary sense of interest, competition, novelty, or urgency created by a do-or-die deadline a state of hyperfocus intense concentration on a particular task ADHD Emotional Hyperarousal I can t just sit there and watch a TV program with the rest of the family Highs are higher and lows are lower, more passionate than peers Rejection Sensitivity (Rejection Sensitive Dysphoria, RSD) an intense vulnerability to the perception of being rejected, teased, or criticized by important people in your life emotional pain triggered by a sense of failure, or falling short failing to meet either your own high standards or others expectations.
19 Dr. Russell A. Barkley - Dedicated to Education and Research on ADHD CHANGE THE ENVIRONMENT
20 Changing the Environment using accommodations (Please look at your handouts)
21 THANK YOU FOR COMING! QUESTIONS OR COMMENTS ARE WELCOMED!
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