EVERTHING YOU NEED TO KNOW ABOUT ADHD LEARNING DISABILITIES AUTISM. Lauren Huntington INDEX AUTISM AUTISM DISABILITIES

Size: px

Start display at page:

Download "EVERTHING YOU NEED TO KNOW ABOUT ADHD LEARNING DISABILITIES AUTISM. Lauren Huntington INDEX AUTISM AUTISM DISABILITIES"

Brendan Blair
5 years ago
Views:

1 EVERTHING YOU NEED TO KNOW ABOUT ADHD LEARNING DISABILITIES INDEX ADHD LEARNING DISABILITIES Lauren Huntington

2 WHAT IS ADHD? w Attention Deficit Hyperactivity Disorder w Simply put, a child with ADHD is so active in their mind and in their body they have difficulty focusing, sitting still and staying on task which leads to learning difficulties. w Inattention w Distractibility w Impulsivity (actions, ticks) w Motor Restlessness (hyperactive) w Lack of motivation w Disorganized w Daudles TEACHING STRATEGIES w Make students feel safe. Let them know you are on their side and that you like them. w Don t treat ADHD as a disability. Help ADHD students unwrap their gifts. w Make sure ADHD students are sitting near the teacher, and away from possible distractions. w Schedules, rules, and structure are essential. w Break down large tasks into small ones. w Introduce new matrial in terms of building upon something they already know. w Give plenty of brain breaks and allow students to move around. w Embrace the strength-based model. You are their to help the student strengthen his brakes w Curious w Creative w Energetic w Highly intelligent w Learning DIFFERENCE w Hyperfocus w Do many things at once w Mind always in motion w Loyalty w Passion w Thoughtful w Perceptive University of Denver Clinic for Child and Family Psychology - ADHD child_and_family_clinic/ ADHD.html Children s Hospital Colorado departments/psych Colorado State University Psychological Services Psychology/PSC/evals.shtml Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) National for Learning Disabilities Sources: ADHD & Me (book), Bad (Essay by Gretchen Connor), Ferrari Engines, Bicycle Breaks (Essay by Edward Hallowell)

3 WHAT IS LD? w Learning Disability (dysfunction, difficulty, diversity, dichotomy, difference) w A learning disability is a neurological condition that interferes with an individual s ability to store, process, or produce information. LD can affect one s ability to read, write, speak, spell, compute math, reason and also affect an individual s attention, memory, coordination, social skills and emotional maturity. This is a hidden disability and problems are most obvious in the classroom. w Struggles to suceed in one or more areas of school. w Possible deficits in academia, language, attention, metacognition, memory, perceptual, social-emotional, cognition, motor skills and/or coordination. w Does have success in some areas in the classroom. w May act out and goof off to avoid work. w May have trouble with reading, writing, or speaking. w May be very forgettful TEACHING STRATEGIES w Make students feel safe. Let them know you are on their side and that you like them. w Don t treat LD as a disability. w Sit LD students close by so they are accesible for extra help. w Schedules, rules, and structure are essential. w Break down large tasks into small ones. w Introduce new matrial in terms of building upon something they already know. w Differentiate instruction to meet student s needs. w Teach student to learn how to learn w Use multi-sensory approach in lessons to give LD students a chance to utilize their strengths. w Don t attribute falling behind to laziness! w Does have some academic strengths that can help with weaknesses. w Wants to learn and do well academically. NCSD SPED Services 500 S. Jefferson in Casper Colorado LD Research Institute for Behavioral Genetics th St Boulder, CO edu/cldrc/index.html Colorado State University Psychological Services Psychology/PSC/evals. shtml National for Learning Disabilities Learning Diabilities Association of America

4 WHAT IS? w Autism, also know as Autism spectrum disorder, is a general term for a group of complex disorders of brain development. It can be associated with intellectual disablity, difficulties in motor coordination, lack of empathy, and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with autism, namely Aspergers syndrome, excel in visual skills, music, math and art. Others with autism have significant disability and are unable to live independently. About 25 percent are nonverbal but can learn to communicate using other means. The most obvious symptoms emerge between 2 and 3 years of age. Each individual with autism is completely unique. w Not smiling w Doesn t coo as a baby w Can t take a bottle or breastfeed w Does not make eye contact w Hits developmental milestones late w Does not respond to name w No social interaction (side-by-side play) w Loss of language, social skills at any age w Understands things very literally w Enhanced, exceptional abilities in specific areas (Aspergers) w Lack empathy w Repetive behaviors w Sleep disturbances w Sensitive to bright lights, loud sounds w Colors and sites more vivid w Tantrums w Difficulty controlling impulses w Does not show emotion, even when hurt (Characteristics are unique in each individual with autism.) w Capable of a lot of things, just have to find a way that works w Some have exceptional abilities in specific areas some are considered savants w Expressive in their own ways w Want to succeed w Attention to detail w Tendency to be logical w Less concern about what others think w Sees things, ideas, concepts in different ways w Loyal w Honest BRAIN CONSIDERATIONS w Try to see things the way they do; enter their world w Use a variety of strategies to get through to them they are capable of many things w Keep them in a stable, strong environment w Don t doubt them w Surround them with a caring community w Don t overstimulate avoid bright lights, loud sounds, busy settings w What is his/her strengths? w Give them means to communicate. They want to be heard.

5 TEACHING STRATEGIES w Make students feel safe. Let them know you are on their side and that you like them. Trust goes a long way. w Find out strengths and tend to those strengths. w Try to see things the way they do; enter their world. w Don t make them feel constricted in their environment. w Use a variety of strategies to get through to them they are capable of many things. w Don t doubt them. w Don t overstimulate avoid bright lights, loud sounds, busy settings. w Make sure the student is being challenged to his/her capabilities. w Give the student a chance to communicate his/her needs. Listen. w Keep things very structured. NCSD SPED Services 500 S. Jefferson in Casper Casper Autism Society casperautismsociety.org casperautismsociety. blogspot.com Colorado State University Psychological Services Depts/Psychology/PSC/ evals.shtml Colorado Autism coloradoautismcenter.org 1330 Quail Lake Loop, Suite 140. Colorado Springs, CO mail@coloradoautismcenter.org Autism Society of Colorado autismcolorado.org 1st Bank Building 550 S. Wadsworth Blvd. Suite 100 Lakewood, CO contact@autism colorado.org Easter Seals easterseals.com Autism Speaks autismspeaks.org familyservices@ autismspeaks.org National Autism Association nationalautism association.org If I could snap my fingers and be nonautistic, I would not. Autism is part of what I am. Temple Grandin There is nothing he can t do, I just have to find a way to teach it to him. Autism the Musical It s not up to us to judge the quality of her life. Autism the Musical Asperger s is not a disease. It s a way of being. There is no cure, nor is there a need for one. There is, however, a need for knowledge and adaptation on the part of Aspergian kids and their families and friends. John Elder Robison

Attention Deficit-Hyperactivity Disorders (ADHD) definition

Attention Deficit-Hyperactivity Disorders (ADHD) definition: a pervasive pattern of inattention, impulsivity, and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed