# data[].attributes.body
IDEA

“an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight (low vision) and blindness.”

# data[].attributes.body
ADHD

A condition in which one or more of the body’s systems are affected by diseases or conditions that are debilitating or life-threatening or that interfere with the student’s ability to perform in a regular classroom setting.

ADHD falls under Health impairment and has to be a medical diagnosis with observations in the classroom.

ADD

Can also fall under this category, but not all students will exhibit hyperactivity characteristics. Accommodation and struggles may be different but some of the signs and strategies will overlap. This just comes down to the individual.

# data[].attributes.body
Functionally Blind: students who learn primarily through touch or listening

Low Vision: students who gain most of their information through their vision

Functional Vision: the ability to use vision in planning a performing a task

# data[].attributes.body
Substantial limitations in present functioning (IQ)

Displays significantly subaverage intellectual functioning

Must have a limitation of two or more applicable life skill areas; for example, self-care, social skills, or work

# data[].attributes.body
Nation Association of Gifted Children

Demonstrate outstanding levels of aptitude

High levels of performance or achievement

IDEA

“Who give evidence of high-performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities.”

Federal law does not require service or funding

31 states have mandates for gifted services

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Infections and intoxications

Trauma

Metabolic and nutritional

Postnatal gross brain disease

Prenatal disease or conditions

Chromosomal abnormality

Other perinatal/gestational conditions

Presence of psychiatric disorders

Environmental influences

Other unknown causes

# data[].attributes.body
When someone is born with an extra 21st chromosome

The most common genetic condition; occurs every 1 in 1000 births

It is associated with congenital heart defects, gastrointestinal difficulties, physiological concerns

# data[].attributes.body
Issue with attention

Limited in problem-solving

Trouble with short-term memory

# data[].attributes.body
Delay in acquisition

Speech problems

# data[].attributes.body
Moderate cases have more noticeable physical differences

Physical disability increases as intellectual disability increase

# data[].attributes.body
Difficulty interpreting social cues; immature social skills

Delays in communication skills

Trouble with social acceptance

Lack of self-control or self-management skills

# data[].attributes.body
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written which

It may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

# data[].attributes.body
Based on research it is a neurodevelopment disorder

Parenting styles can often make symptoms better or worse, although they don’t cause this disability

Potential cause factors- brain injury, premature birth, or exposure to lead in early childhood

# data[].attributes.body
An emotional disturbance

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance

An inability to learn that cannot be explained by intellectual, sensory, and health factors

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

Inappropriate types of behavior or feelings under normal circumstances

A general pervasive mood of unhappiness or depression

A tendency to develop physical symptoms or fears associated with personal or school problems

A tendency to develop physical symptoms or fears associated with personal or school problems

# data[].attributes.body
Difficulty paying attention to details & sustaining attention

Easily distracted

Has trouble with organizational skills

Struggles staying still or sitting for long periods of time

Has a hard time taking turns; may interrupt others or the teacher

# data[].attributes.body
Allow for flexible seating that allows for standing or wiggling

Put a thick rubber band at the bottom of the chairs- allows for quiet movement

Color code subjects

Write routines and rules around the classroom to help the students stay familiar with schedules

Chunk assignments

Find calendar type that works best for students- agenda, weekly planner, electronic calendar

​

# data[].attributes.body
INTERNAL

Brain damage or neurological differences

Physiological factors

Genetics

EXTERNAL

Environmental

# data[].attributes.body
A neurological condition

Difficulties with accurate and fluent recognition and by poor spelling and decoding abilities

Results 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

# data[].attributes.body
Just like other learning disabilities, there is no one-specific cause, although there are possible factors that affect the brain, including genetics.

# data[].attributes.body
ORAL

Late to speak

Difficulty with grammar

May take longer to learn alphabet and rhyming words

WRITING

Consistent grammar errors

Poor handwriting

Not able to proofread

Right/left hand confusion

Organization issues

READING

Leave out little words

Reversal of sounds or letters

Slow reader

Trouble with phonological awareness

OTHER

Struggles with sense of time

Inconsistent

Trouble translating thoughts to written words

# data[].attributes.body
Provide clear directions

Highlight the essentials

Use vocabulary prior to teaching new material

Allow the use of audio

Use visuals

Know your individual students and their specific needs

# data[].attributes.body
Large print and visuals with presentations

Offer auditory options (ex. recorded books)

Offer study guides, highlighting or color coding, and advanced organizers

# data[].attributes.body
1. Must affect a child's educational performances

2. May include perceptual disabilities by external force, dyslexia, and developmental aphasia

# data[].attributes.body
Difficulty with:

Perception (letter shapes or sounds)

Attention

Memory

Metacognition

Organization

Reading: most difficult; dyslexia; decoding problems, comprehension inability

Language: spelling; writing

Mathematics: math problems, signs

Written: written answers

# data[].attributes.body
1. Presentation- provide students with one-on-one time to work through strategies

2. Response

3. Setting- adapt classroom materials (acronyms, colored paper, font changes)

4. Timing and scheduling- reminders

# data[].attributes.body
ENVIRONMENTAL

Family

Cultural

School

PHYSIOLOGICAL

Organic

Genetic

Specific syndromes with behavior correlate

# data[].attributes.body
RATE

How often a behavior occurs in a given time period

INTENSITY

The strength or magnitude of the behavior

DURATION

Length of time a behavior lasts

AGE-APPROPRIATE

Consider child's age to determine if behavior is appropriate or not

# data[].attributes.body
Student behavior contract

Fidgits/Stress ball (relieves stress)

Zones of regulation- helps determine what behaviors are or are not acceptable

Classroom "safe place"- place for students to have quiet time/ needed time alone to calm down

5-point scale- helps students understand the levels of behavior and create solutions

# data[].attributes.body
DEAFNESS

hearing loss so severe that a child experiences difficulty in processing linguistic information through hearing, with or without amplification

HARD OF HEARING

less severe than deafness and usually permits the understanding of spoken language with the use of a hearing aid

# data[].attributes.body
SENSORINEURAL

damage to the cochlea or auditory nerve; permanent, irreversible

​

CONDUCTIVE

Otitis Media, middle ear infection, most common

# data[].attributes.body
1. Difficulty with language development; leads to lack in cognitive and intellectual development

2. Leads to social-emotional delays

# data[].attributes.body
Amplification aids and assistive technology

Visual aids or simple signs as part of routines

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BY Tzvi Schectman

March 21 marks World Down Syndrome Day on the Special Needs Calendar. World Down Syndrome Day is a global awareness day which has been officially observed by the United Nations since 2012. The day is is focused on raising awareness for individuals with Down Syndrome. In preparation for World Down Syndrome Awareness Day, we gathered together 42 Down Syndrome resources.

Check out these resources from the web, books, Facebook, Twitter and Pinterest and let us know your favorite Down Syndrome Resource in the comments.

About Down Syndrome

If you are looking for a good site to help explain Down Syndrome to parents, teens and children, KidsHealth is the place. KidsHealth provides simple explanations about Down Syndrome that is easy for people of all ages to understand.

PubMed Health provides information for consumers and clinicians on prevention and treatment of diseases and conditions. PubMed provides a basic explanation of Down Syndrome including explanations on the causes and effects of Down Syndrome, the Symptoms and treatment of Down Syndrome.

WebMD gives a comprehensive overview of Down Syndrome and provides parents with basic information about the support and resources you need once your baby is born.

Down Syndrome Organizations

The National Down Syndrome Society (NDSS) is a nonprofit organization committed to being the national advocate for the value, acceptance, and inclusion of people with Down syndrome. NDSS provides a number of programs and activities including local support groups, Toll-free and email helpline providing information to over 10,000 people a year, and the National Policy Center, the advocacy arm of NDSS which strives to protect the rights and remove barriers for all individuals with Down syndrome.

Founded in 1973, the National Down Syndrome Congress is the country's oldest national organization for people with Down syndrome, their families, and the professionals who work with them. They provide information, advocacy and support concerning all aspects of life for individuals with Down syndrome, and work to create a national climate in which all people will recognize and embrace the value and dignity of people with Down syndrome.

Down Syndrome International (DSi) is a UK based international charity, comprising a membership of individuals and organisations from all over the world, committed to improving quality of life for people with Down syndrome worldwide and promoting their inherent right to be accepted and included as valued and equal members of their communities. DSI focuses on awareness campaigns and training workshops to educate people about Down Syndrome and be their advocate.

The International Down Syndrome Coalition is dedicated to serving individuals with Down syndrome from conception throughout their lives. IDSC provides support to families who have been given a prenatal diagnosis of Down syndrome. IDSC also provides up-to-date information, resources and support groups for families with Down Syndrome.

Established in 1994, Band of Angels provides support for individuals with Down syndrome and their families. Through a commitment to establish greater understand and acceptance, Band of Angels has been the voice of hope, inspiration and independence for persons with Down syndrome.

Down Syndrome Research

The Down Syndrome Research and Treatment Foundation is dedicated to finding a treatment to improve cognition including learning, memory and speech for individuals with Down syndrome. Since their founding in 2004 DSRTF has become the leading private source of funding in the United States for Down syndrome cognition research. The website provides detailed information about the latest down syndrome research and clinical trials as well as information about applying for a research grant from the foundation.

The mission of Research Down Syndrome is to expand and enhance life opportunities for individuals with Down syndrome by funding scientific research directed toward the understanding and amelioration of impaired cognition. Research Down Syndrome educates and inspires a caring society to fund biomedical research findings which will translate into safe and effective, approved therapies to treat the cognitive impairment in individuals with Down Syndrome of all ages.

The Linda Crnic Institute For Down Syndrome is part of the University of Colorado School of Medicine. Their mission is to significantly improve the lives of all people with Down syndrome and eradicate the ill effects associated with Down Syndrome. The institute has plans to be the world's first "cradle-to-cradle," fully integrated institute for Down syndrome with the highest quality basic, translational and clinical research, clinical trials, therapeutic development, medical care, education and advocacy in the pursuit of the mission.

The primary goals of the Stanford Center for Down Syndrome Research are to:
A. Promote clinical and basic research programs to understand the underlying causes of learning deficits and communication disabilities in Down syndrome.
B. Develop pharmaceutical and behavioral therapies for individuals with neurodevelopmental and neurodegenerative deficits.
C. Offer clinical programs for Down syndrome individuals and their families.
D. Plan and execute clinical trials of promising therapies that can improve the lives of individuals with Down syndrome and their families.

The Down Syndrome Center for Research and Treatment (DSCRT) is one of the first programs in the country to connect academic research with treatment of adults and children with Down syndrome. Their goal is to apply cutting edge basic research to develop treatments that will help people with Down syndrome improve their cognition and forestall the onset of Alzheimer's disease.

Down Syndrome Blogs

Kelle Hampton uses her writing and photography talents to bring you into her family's life. Enjoying the small things is a great read for moms who have a child with Down Syndrome.

Down Wit Dat is a blog by Jen Logan, a mother of three children; a boy and a set of boy/girl twins. One of the twins, Wyatt, was born with Down Syndrome. Jen write about her life, medical research and advocacy for individuals with Down Syndrome.

Rick Smith documents the journey of his son, Noah through his early life. He also provides resources and tips about Down Syndrome and other special needs topics.

Garden of Eagan is a blog about life with a child with Down syndrome. This blog covers the life of an older child with Down syndrome and is very interesting for parents with older children or for those who want to look to the future.

Down Syndrome Books

Bloom is an inspiring and heartfelt memoir that celebrates the beauty found in the unexpected, the strength of a mother's love, and, ultimately, the amazing power of perspective. The author of the popular blog Enjoying the Small Things-Kelle Hampton interweaves lyrical prose and stunning four-color photography as she recounts the unforgettable story of the first year in the life of her daughter Nella, who has Down syndrome.

John and Martha Beck had two Harvard degrees apiece when they conceived their second child. When Martha learned her unborn son had Down syndrome, she battled nearly everyone over her decision to continue the pregnancy. By the time her son was born, Martha, as she puts it, "had to unlearn virtually everything Harvard taught [her] about what is precious and what is garbage."

Down Syndrome Parenting 101 offers inspired takes on a host of important issues, from learning to recognize and celebrate your child's personality and gifts to finding a great teacher for him, and from insisting your child pull his own weight to giving your child his space as an adult.

In The Year My Son and I Were Born, Kathryn Soper takes us along on her personal journey through Thomas's tumultuous first year-as she strives to balance the loss of the child she thought she would have with loyalty for the baby she actually holds in her arms. Can she love Thomas for himself? Can she protect him from the world's insensitivity-and from her own doubts?

When Jennifer Groneberg and her husband learned they'd be having twin boys, their main concern was whether they'd need an addition on their house. Then, five days after Avery and Bennett were born, Avery was diagnosed with Down syndrome. This book is a resource, a companion for parents, and above all, a story of the love between a mother and her son-as she learns that Avery is exactly the child she never knew she wanted.

At ages nineteen and twenty-two, respectively, Jason Kingsley and Mitchell Levitz shared their innermost thoughts, feelings, hopes, and dreams, their lifelong friendship-and their experiences growing up with Down syndrome. Their frank discussion of what mattered most in their lives-careers, friendships, school, sex, marriage, finances, politics, and independence-earned Count Us In numerous national awards, including the EDI Award from the National Easter Seal Society.

Down Syndrome On Facebook

Circle 21 was the brainchild of a group of Toronto Moms that saw the need for an organization that would allow families of children with Down Syndrome around the corner from one another and around the world, to meet, exchange best practices, ideas and strategies, and work together to take on increasingly complex issues.

The International Down Syndrome Coalition provides amazing resources, photos and videos on their Facebook Page. They also offer over a number of Facebook groups with focuses on siblings, friends, family, losses and more.

This Facebook page was started so families of kids with Down Syndrome could connect and ask questions, share exciting new milestones, post pictures, or just get support.

Down Syndrome in Arts & Media provides a casting liaison service for individuals with Down syndrome and other developmental disabilities who want to be actors and models. On Facebook the post Down Syndrome resources and pictures with a focus on art and entertainment.

The Down Syndrome Family Network is a network in which parents or caregivers of persons with Down Syndrome are able to access the resources, support and answers they need to educate and develop the full potential of these individuals throughout their lives.

Down Syndrome On Twitter

The Global Down Syndrome Foundation is dedicated to improving the lives of people with Down syndrome by supporting basic clinical & research & clinical care.

Canadian Down Syndrome Society (CDSS). The CDSS supports self-advocates, parents and families through all stages of life. On Twitter they provide Down Syndrome resources and spread the message of awareness.

Resources, advocacy and information on childhood disabilities for families of babies, children, teens and adults. My son has Down syndrome and Type 1 Diabetes.

Offering resources and support links to parents and families who have children or young adults with Down Syndrome.

Down Syndrome On Pinterest

There are some amazing Down Syndrome boards on Pinterest. Here are some boards that provide great images, quotes and Down Syndrome Resources.

Latest Special Needs Products

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42 Great Down Syndrome Resources You Should Know About - Friendship Circle - Special Needs Blog

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March 21 marks World Down Syndrome Day on the Special Needs Calendar. World Down Syndrome Day is a global awareness day which has been officially observed by the United Nations since 2012. The day is is focused on raising awareness for individuals with Down Syndrome. In preparation for World Down Syndrome Awareness Day, we gathered...

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Intellectual Disability | Center for Parent Information and Resources

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Link checked and current as of June 2017

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About intellectual disability

Students with intellectual disability find it harder to learn, which means they need extra time and help to learn new skills. While intellectual disability can look different from one student to another, students with intellectual disability may experience differences in their:

Thinking and organisation. Students with intellectual disability will typically experience difficulties in some form with thinking skills, such as attention, reasoning, problem solving, memory, planning, and judgement (e.g. understanding and predicting risks). This can impact the speed or way in which they best learn, and they tend to need extra time and help to learn new skills or knowledge (e.g. reading, maths). Some students may be easily distracted and need support with organisation, or they may find instructions with several steps hard to follow. Students with intellectual disability often prefer concrete learning tasks, and multi-modal or hands-on learning tasks.

Communication and social skills. Students with intellectual disability may seem socially immature for their age, and they may find it difficult to understand body language (e.g. facial expression, gestures). Some students might have lots of language and others might only use a few words or no words.

Emotions and behaviour. Some students can find it challenging to manage their emotions and behaviour, or to recognise and respond to the emotions of others. Some students may be gentle and calm, while others may become frustrated or distressed and engage in challenging behaviours. Students with intellectual disability may experience low self-confidence or depression, anxiety or frustration if they consistently find they are unable to complete a task or have their needs met.

Practical skills. Some students may need support and lots of opportunities to practise practical skills, such as dressing, eating or toileting, or telling the time and handling money.

Health and movement. Some students may tire easily, particularly when there are many demands on them. They may find some motor skills difficult. Some may also be restless, or over-active.

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Primary Teacher Strategies for Intellectual disability

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Students with intellectual disability find it harder to learn, which means they need extra time and help to learn new skills. While intellectual disability can look different from one student to another, students with intellectual disability may experience differences in their: Thinking and organisation.

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Learning Disability Resources
Visit these sites to learn more about dyslexia and related learning disabilities.
Academy of Orton-Gillingham Practioners and Educators - Maintains professional standards for the Orton-Gillingham Approach.

ADDitude - Delivers strategies, support, and resources for those with ADHD, LD, and/or ADD.

ADHD - Definitive Guide - Information, issues, helpful tips, tools and resources for students.

Attention Deficit Disorder Association (ADDA) - Information and resources to help adults with ADHD lead better lives.

Best Colleges - Guide to College Planning for Students with Learning Disabilities.

Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) - Provides education and support for those with ADHD.

Dyslexia Help - Housed in the Services for Students with Disabilities office at the University of Michigan.
Current research findings and best practices for dyslexics, parents, employers, and professionals who have the privilege to work with them.

Eye to Eye - National mentoring movement pairing kids who have LD/ADHD with college and high school mentors similarly labeled.

Guide to College Planning for Students with Learning Disabilities - An excellent source of information breaking down the transition process, accommodations, scholarships, and more that learning-impaired students should be prepared with.

International Dyslexia Association (IDA) - An international organization that concerns itself with the complex issues of dyslexia.

International Multisensory Structured Language Education Council (IMSLEC) - Accredits quality training courses for the professional preparation of multisensory structured language education specialists.

Learning Ally (formerly RFB&D) - A leading provider of audiobooks, and a resource to students in need, parents, families, and educators.

LD Online - The world's leading website for accurate and up-to-date information and advice about learning disabilities and ADHD.

Learning Disabilities Association of America (LDA) - Advocates for individuals with learning disabilities.

Learning First Alliance - A partnership of 14 leading education associations dedicated to improving student learning in public schools.

The National Center for Learning Disabilities - Improves the lives of all people with learning difficulties and disabilities by empowering
parents, enabling young adults, transforming schools, and creating policy and advocacy impact.

Smart Kids with Learning Disabilities - Educates, guides, and inspires families of children with LD's or ADHD changing the perception of
learning disabilities as a stigmatizing condition.

Society for the Scientific Study of Reading (SSSR) - Promotes the scientific study of reading and disseminates information about reading and related areas such as language and literacy.

Understood.org - 15 non-profit organizations joined forces to support parents of children with learning and attention issues.

Wrightslaw - Offers accurate, reliable information about special education law, education law, and advocacy for children with disabilities.

Yale Center for Dyslexia & Creativity - A leading source of advocacy and information to better lives of people with dyslexia.

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Learning Disability Resources Visit these sites to learn more about dyslexia and related learning disabilities. Academy of Orton- Gillingham Practioners and Educators - Maintains professional standards for the Orton-Gillingham Approach. ADDitude - Delivers strategies, support, and resources for those with ADHD, LD, and/or ADD.

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LD OnLine | All About Learning Disabilities and ADHD

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LD OnLine seeks to help children and adults reach their full potential by providing accurate information, advise, and shared personal experiences about learning disabilities and ADHD.

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Get answers to common questions about dyslexia. Experts explain dyslexia basics and share insights on dyslexia FAQs.

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Rehabilitation, Empowerment, Natural Supports, Education, and Work (RENEW) is a Tier III intervention and wrap-around process designed specifically for increasing effective school engagement, employment, post-secondary education and high school completion for older students with severe emotional disturbance or serious mental illness. .

Basic Functional Behavior Assessment to Behavior Intervention Plan (Portland State University Department of Education): Behavior training modules for both behavior specialists and school-wide staff. This resource includes behavior training modules, videos, observations and forms, and step by step processes in in understanding functions of behavior and a positive behavior support plan.

Concentrated Integrated Three-Tiered Model of Prevention (Ci3T) : a systematic approach used to support students with the most intensive intervention needs with the goal of teaching students functionally equivalent replacement behaviors in a systems-oriented approach through data informed practices.

Research-based Interventions and Resources to be Considered for Students with EBD (and other disabilities)

Professional Resources

a national technical assistance center that provides information to support schools using an evidence based approaches and practices into an integrated continuum that enhances academic and social behavior outcomes for all students while based on outcomes, data, and practices to support sustainable, safe, and positive learning environments. Free access to topics, tools, conference presentations, and videos.

research library, materials and interventions.

IRIS Center (Vanderbilt University): a national center dedicated to improving educational outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

Teacher Educators for Children with Behavior Disorders (TECBD) : Annual conference and resources.

Council for Exceptional Children (C E C) : a professional association organization that advocates for policies and professional standards dedicated to advancing the success of children with exceptionalities.

Family Resources

isa parent training and information center for families of children and youth with all disabilities from birth to young adults serving families across the nation, as well as those in Minnesota. Parents can find publications, workshops, and other resources to help make decisions about education, vocational training, employment, and other services for their children with disabilities.

Additional Supports and Resources

is an inspiring film with short stories about students living with emotional/behavioral challenges that documents how a team of professionals can use PBIS and RENEW to support students with EBD and other disabilities.

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Rehabilitation, Empowerment, Natural Supports, Education, and Work (RENEW) is a Tier III intervention and wrap-around process designed specifically for increasing effective school engagement, employment, post-secondary education and high school completion for older students with severe emotional disturbance or serious mental illness. .

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Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively. The prevalence of behavioral problems among children and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6 percent among K-12 students. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population.

Behavior disorders have also been referred to in a variety of different terminologies, including but not limited to:

1. Emotional and Behavior Disorders (EBD)

2. Emotional Conflict (EC)

3. Serious Emotional Disturbance (SED)

Behavioral disorders become apparent when the student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption of other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Among the characteristics of a behavioral disorder among children and adolescents are:

General Strategies

Multidisciplinary educational teams, including parents, must design programs to meet the individual behavioral and academic needs of identified SED students. Most students can benefit from supportive treatments provided in general education programs. For others, at least temporary placements in special education classrooms, schools, or institutional programs may be appropriate.

Special education programs usually attempt to provide a structured environment where students experience a high degree of success; rules and routines are predictable; and students are consistently rewarded for appropriate behavior. Behavior management techniques, such as positive reinforcement, token economies, contracting, and time-out, which rely on direct measurement and monitoring of behavioral change, are commonly used in SED programs. The assessment and systematic teaching of social skills through modeling, discussion, and rehearsal are frequently used to help students increase control over their behavior and improve their relations with others. In addition, supportive therapies involving music, art, exercise, and relaxation techniques, as well as affective education, individual, and group counseling are sometimes employed to improve self-understanding, self-esteem, and self-control. The following are strategies that may be effective with students with EBD:

Teacher Presentation

Laboratory

Group Interaction and Discussion

1. Acknowledge the contributions of the student with an emotional disorder.

2. Call for responses and participation commensurate with the student's socialization skills.

3. As the student's comfort level rises and when a safe topic is available, encourage the student to be a group spokesperson.

4. Along with the student, devise a contingency plan in which inappropriate forms of response are replaced by appropriate ones.

5. Gradually increase the challenges in the student's participation in group exercises while providing increased positive reinforcement.

6. Help the student to feel as though he or she has something worthwhile to contribute to the discussion.

7. Some students may experience considerable strain in social adjustment in a group context. It may be necessary to work gradually toward group activities. One can devise a strategy of progressing from spectatorship to one-to-one instruction and eventually to small group discussion.

8. Should monitor carefully to ensure that the nondisabled students do not dominate the discussion or detract in any way from the successful performance of the student with the behavioral disorder.

Reading

1. It is necessary to target specific pro-social behaviors for appropriate instruction and assessment to occur such as:

1. Taking turns, working with partner, following directions.

2. Reading in group or with others.

3. Increasing positive relationships by means of awards when they read appropriately.

4. Demonstrating appropriate reading

2. Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and metacognitive skills should be focused on teaching students reading skills

Research

1. Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate laboratory and field strategies.

3. Depending on the site of the research check the previous two sections.

4. Show clear examples of what the students should expect as an outcome of their research.

Field Experiences

1. Use appropriate general strategies.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. In field activities acknowledge the contributions and assistance of the student with an emotional disorder.

4. Help the student to feel as though he or she has something worthwhile to contribute to the field trip.

5. Use a buddy system.

6. Gradually increase the challenges in the student's participation in field exercises while providing increased positive reinforcement.

7. Group participation in field activities is highly desirable because it enhances social contacts.

8. Make the student with the behavioral disorder become one of the field trip leader of an activity which can often reduce their disorder.

9. Special efforts should be made to get students with behavioral disorders to interact with other students.

10. You should encourage students to practice field skills during their free hours.

11. Every effort should be made to arouse the interest of such students in activities, so they will learn to perform the activities with success and pleasure with appropriate behaviors.

Testing

1. Be sensitive to the student's reactions to the various aspects of assessment.

2. For each student, accumulate in his or her portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter or the unit of study.

3. Make special arrangements for the student with an emotional disorder according to what their special needs are and that they do not compromise the integrity of the testing situation.

4. Stay on top of student progress through informal assessment, don't wait until it's too late to discover that there is a problem.

5. Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions.

Organizations

Council for Exceptional Children-Council for Children with Behavior Disorders (CCBD)
The Council for Children with Behavioral Disorders (CCBD) is dedicated to supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families. It is a division of the Council for Exceptional Children (CEC).

CCBD Foundation
The CCBD Foundation was founded in 1997 by the Council for Children with Behavioral Disorders (CCBD), to support its mission of improving the education of children and youth with emotional or behavioral disorders (EBD).

Resources

Council for Exceptional Children (Behavior Disorders/Emotional Disturbance)
The Council for Exceptional Children (CEC) page on EBD. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.

BehaviorDisorder.org
The site offers information on behavior disorders, conduct disorders, and other behavior problems.

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Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively.

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Hearing Loss Simulation - What's It Like?

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Deaf and Hard-of-Hearing / Resources for Educators

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Copyright © 2002-2022 Blackboard, Inc. All rights reserved.

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Developmental disability that significantly affects verbal and nonverbal communication and social integration

Evident before the age of 3 that adversely affects a child’s educational performance

Repetitive activities and stereotyped movements, resistance to environmental change of daily routines, and unusual response to sensory experiences

(Does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance)

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

Setting up the classroom environment

Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

Increase the space between desks or work tables (if social distancing guidelines aren't already in place).

Designate a quiet work space in the classroom.

Set up preferential seating close to the teacher and/or away from high-traffic areas.

Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

Provide typed notes or an outline of the lesson to help with taking notes.

Teach note-taking strategies, like using graphic organizers and mind-mapping software.

Have a buddy take notes for the student.

Give directions out loud and in writing, and have the student repeat them.

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

Provide a rubric that describes the elements of a successfully completed assignment.

Help the student break long assignments into smaller chunks.

Completing tests and assignments

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling them.

Minimize the number of questions and problems per worksheet.

Schedule frequent short quizzes, rather than one long test at the end of each unit.

Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Use a behavior plan with a reward system.

Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student's attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student's "emotional temperature" or frustration level.

Do you have a student who you think has difficulty with attention and self-control? See a fact sheet about ADHD.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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What types of accommodations can help students with ADD and ADHD? Here are some classroom accommodations to talk over with your child's school.

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GENETICS

Most likely cause

Correlation between older parents and children with autism

ENVIRONMENTAL

influences can increase risk or decrease risk, but maybe not affect the overall "cause"

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Behavior plans- structured plan that involves the student (much like behavior or emotional disorder)

Social stories

Assist them in learning social skills

Use visual supports

Journal for students

Planner or schedule for students to keep with them

Help students choose next activity before moving on (ex. "First, then...")

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SOCIAL

Impairment in non-verbal behaviors

Failure to develop peer relationships

Lack of spontaneous seeking to share enjoyment, interests, or achievements

Lack of social or emotional reciprocity

COMMUNICATION

Delay or lack of development of spoken language

Impairment in the ability to initiate or sustain a conversation

Stereotyped and repetitive use of language or idiosyncratic language

Lack of make-believe or social play

+Restricted repetitive and stereotyped patterns of behavior, interests and activities

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It is no surprise that some of the most frequently requested Social Stories are among the most difficult to write. The Stories in this Sampler address a few of those challenging topics. These are models that parents and professionals may use to develop Social Stories for a specific child, adolescent, or adult.

The Sampler contains Stories related to these concepts:

Safety: Understanding safety may make it easier to follow some rules.

Tragedies: What a tragedy is and understanding tragedies on television.

Discovery of Self and Others: Each person is one of a kind.

Advanced Concepts: Stories to address 'elusive' topics like stereotypes and resilience.

A few notes before you get started:

The Stories are arranged in a suggested sequence, according to concept areas and level of difficulty. They are designed to work together now, and over time. Reading the entire collection of Stories before selecting a starting point may be helpful. The ties between the Stories - and how they work together to build concepts - will become apparent.

A few Stories have two versions for level of difficulty or for a male or female Audience.

A Social Story may use an activity to make a point and share information. Such is the case with the "Peanut Butter Survey". Or, an activity may be accompanied by a set of Stories, as is the case with "The Fingerprint Survey" and Stories.

Story and Activity List: Th e following is a sequential list of Stories and activities in The Sampler, followed by a brief description of each. Stories with two versions share one title, with the exception of the series of Stories about Emma and Tyler.

1 & 2. "Safety Wherever I Go" (1-Boy Version) and "Safety Wherever I Go" (2-Girl Version) use simple text and large illustrations to identify safety measures in several areas, including the physical environment (rails, gates, doors and locks), safety equipment (helmets, life jackets, seat belts), signs, and more. The repetitive format builds predictability into the content, reinforcing the reassuring message.

3. "What is a Tragedy?"introduces and defines key vocabulary, like tragedy and survivor, explains the events surrounding a tragedy, describes efforts to assist survivors, and encourages the audience to ask questions of trusted adults.

4. "Watching a Tragedy on Television" clarifies the confusing aspects of watching a newscast about a disaster on television. It reassures children throughout, opening with a news bulletin that interrupts regular programming. The Story covers several concepts, including but definitely not limited to: the distinction between what is happening on the screen versus the safety of home; how a single event may appear on television for many days (making it seem like a tragedy is reoccurring); and how a family's typical routine usually resumes shortly, with the example of eating dinner. The Story closes with mention of efforts to help survivors.

5 & 6. "What Autism Means and What it Doesn't Mean" (5) and "What Autism Means and What it Doesn't Mean" (6) demonstrates how simple Story content and format can cover a relatively advanced or abstract concept. The Stories introduce a concept that echoes throughout The Social Story Sampler: autism is a personal factor, but it never defines who someone is. Story 6 contains more detail. Please note: Stories in The Sampler assume that readers with autism are aware of their diagnosis and understand it at a basic level.

7. "The Peanut Butter and Jelly Survey" uses peanut butter and jelly sandwich preferences to explore individual differences. This survey is geared to a younger Audience, although it is likely to be useful with children of any age, with or without autism.

8. "Everyone is Diagnosed Frequently" challenges the traditional interpretation of normal by pointing out that since everyone is diagnosed frequently, it is average or normal to have a diagnosis. The Story uses the example of Clark (pictured at left), who is a guy with over 35 diagnoses in the course of his 30-something life to date: His family and friends think he's a pretty healthy guy. They're right.

9. "The Difference Between Emma and Everyone Else"and 10. "The Difference Between Tyler and Everyone Else", could be regarded as Social Story puzzles. The first paragraph announces Emma/Tyler is a lot like other people except for one huge difference. Both Emma and Tyler have autism, but that, of course, is not it. Building upon concepts from "Everyone is Diagnosed Frequently", this Story has a bit of a surprise ending when the big difference between Tyler/Emma and everyone else is revealed. To develop an individualized version, the Story may be used to create an interview regarding a child's personal information. A child or adolescent may then compare his or her Story with that of Emma and Tyler.

11. "The Fingerprint Survey" continues building the concept that each person is unique via drawings. Where The Peanut Butter and Jelly Survey focuses on personal preferences, this survey explores a more advanced level of personal differences. It demonstrates how a single instruction, for example, "Draw a stick figure doing something," makes its way through an individual's mind and past experiences before it becomes lines and colors on paper. It is a tangible way to demonstrate that each of us has a brain and life story that is uniquely ours, with clues to that story in our drawings and the thoughts that create them.

12. "Emma and Tyler Take the Fingerprint Survey" describes two sets of survey responses. Individuals who complete "The Fingerprint Survey" compare Emma and Tyler's survey results with their own. Tyler serves as a healthy role model, too, as he does not like to draw but participates despite his lack of confidence.

13 & 14. "Fingerprints, Decisions, and Fingerprint Decisions" (13-Girl Version) and "Fingerprints, Decisions, and Fingerprint Decisions" (14-Boy Version) introduce and define the terms decision and fingerprint decision for the first time in The Sampler. It opens with a discussion of the difference in fingerprints between identical twins, moving on to other things that distinguish us from one another, like our brain, environment, and experiences. That leads to a summary of the different kinds of decisions that we make. The Story closes with a page devoted to a definition and discussion of fingerprint decisions.

15. "Learning About Skunks and Stereotypes" introduces and defines stereotypes. Skunks provide a tangible and universally recognized case example. The Story describes how stereotypes can be helpful in some cases, and damaging in others.

The description of both good and bad stereotypes lays the groundwork for future discussions of both. Adolescents are increasingly independent and it's important to teach the 'warning flags' or constellation of cues that may mean trouble or a threat to personal safety. An example is driving and the quick judgments that it requires. Many of those judgments are stereotypes at work.

16. "What is it? It's R _ _ _ _ _ _ _ _ _. A Puzzle Story" opens with a word puzzle that leads to a definition and discussion of resilience. The Story closes with a description of a very resilient man, Wilson Bentley (1865 - 1931).
The Sampler Stories are for any parent or professional seeking ideas and materials for use with the person or persons in their immediate care. I hope they will give you many ideas. You have my permission to download and print the Stories and activities for this purpose exclusively. Permission is not granted for professional presentations of any kind, duplication or distribution via any means, or for sale or profit. Thank you, Carol Gray, Author
The Social Story Sampler References
Project History and Story Guide
National Center for Autism (2009). The National Autism Center's national standards report: National standards project - Addressing the need for evidence-based guidelines for autism spectrum disorders. National Autism Center. Available online at http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf
The Difference Between Emma and Everyone Else The Difference Between Tyler and Everyone Else What is it? A Story Puzzle
Illustrations by Deposit Photos http://www.depositphotos.com

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Social Story Sampler - Carol Gray - Social Stories

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It is no surprise that some of the most frequently requested Social Stories are among the most difficult to write. The Stories in this Sampler address a few of those challenging topics. These are models that parents and professionals may use to develop Social Stories for a specific child, adolescent, or adult.

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Usually a keen sense of humor (gentle or hospital)

Idealistic standards and sense of justice

Intensity

Intensified self-awareness and feelings of being different

Unusual amounts of information

Enjoys intellectual activities and elevated levels of comprehension

Flexible thought process and conceptualized thinking

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Debate on whether children are born this way or if it is learned due to experiences

Nurture/nature debate

High IQ could be due to parents

Environmental factors can play a role

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PROGRAMMING

1. Resource of pull out (pull students out of the classroom to work one-on-one)

2. Enrichment

3. Self-contained

4. Special schools

5. Mentorships

6. Schoolwide enrichment model

7. Acceleration

8. Compacting or telescoping

9. PBL (Project-based learning)

10. Differentiation

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- Prompts students to think differently
- Uses symbols to prompt deeper thinking

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Prompts of Depth and Complexity and Content Imperatives

The critical thinking tools introduced here were developed by Dr. Sandra Kaplan, USC under the auspices of OERI, Javits Curriculum Project T.W.O., 1996. Ideas presented here are also adapted from Flip Book, Too Dr. Sandra Kaplan and Bette Gould

The Depth and Complexity Icons are visual prompts designed to help students go beyond surface level understanding of a concept and enhance their ability to think critically. These critical thinking tools help students dig deeper into a concept ( depth) and understand that concept with greater complexity.
In fact, to truly understand something, one must be able to speak the language specific to that topic. One cannot have a critical understanding of that same topic without knowing the details, rules and patterns associated with it or understanding how it may have changed and the varied perspectives through which it is viewed.

Good for All Grades?

Absolutely! I've had folks express concerns that the Depth and Complexity icons might be too difficult for young students, but I've even worked with kindergarteners using these tools and they pick them up with great ease. See "Introducing Patterns..." below.

Teaching Depth and Complexity Icons

When teaching each prompt, the first thing to do is define the meaning of the icon. Be careful to point out the design itself and how it reveals the meaning. Once the meaning has been defined, link it to prior knowlege. For example, you might ask students to identify where they have seen patterns before. The next step is to have students apply the icons to new learning. This is may be in a text they are reading, piece of art they are analyzing, etc. The final step is to have students apply to real world - current events, new content, etc.

Introduce Yourself with The Icons

It's the beginning of the year, and more than anything, students want to know about their teacher. Who is this person standing in front of them? Build community in your classroom and introduce the icons to your students all at the same time.
Introduce yourself! Frame yourself or create a PowerPoint. Select a few tools with which to tell your students about you.

Don't Want to be Framed?

Apply to a Familiar Object or Event

Even the youngest of students can tell you about birthday parties. Create a large frame and put the topic in the middle. Select the icons to be introduced or practiced. Have students discuss and share out. Some examples:

Specialized language used at birthday parites

Rules for birthday parties

Different perspectives on birthday parties

How birthday parties have changed during their lives

File- Frames
Introduce the prompts of Depth and Complexity through a familiar story.

Introducing Depth and Complexity using Goldilocks or other familiar story.

Introducing Patterns Along with the Idea of Visual Prompts

Display a pattern for students (see example at right). Have them look at it closely at the details to determine what they see. Ask: What is it called when we have something that repeats over and over again?
What comes next? How do you know?

Most students should be able to tell you that they see a pattern, and they should be able to tell you what comes next in the sequence. Ask: Do you think that by seeing a pattern it helps you predict?
Tell students that they will be using patterns to help them better understand the story (or math, social science, etc.)

Use this walk sign when teaching students to use Depth and Complexity.

Show picture. This is a sign you may have seen before.
Who can tell me what this sign means?
Does it say "It's safe to walk"?
Or does it just show us a picture that means "It's safe to walk"?
How do you know what it means? [can show additional pictures)
Sometimes we use special pictures like this to represent something. When we want to look at patterns, we have a special sign we use. It looks like this- Show pattern icon.

I want you to think... Why do we use this picture to mean patterns?
If students don't get it right away, help them see the pattern embedded in the icon.
Circle, line, circle, line, circle, line, etc.
Scholars, I want you to look for/listen etc a pattern as I read you this story (or they read the story).

Opportunities to Practice

Using the same tools you used to introduce yourself:

Have students frame and themselves or a buddy. Frames can be used to make class introductions.

Students can work in groups to create a poster or other product to introduce themselves. Students can identify patterns among their group.

This is a great beginning of the year ice-breaker and community building activity to do with your students.

Other Ways to Practice Depth and Compelxity

Students identify theme in a piece of text

Identify prompts in a song

Identify in a short video clip

Check out these examples-

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Depth and Complexity and Content Imperatives - Envision Gifted

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The critical thinking tools introduced here were developed by Dr. Sandra Kaplan, USC under the auspices of OERI, Javits Curriculum Project T.W.O., 1996. Ideas presented here are also adapted from Flip Book, Too Dr. Sandra Kaplan and Bette Gould The Depth and Complexity Icons are visual prompts designed to help students go beyond surface level understanding of a concept and enhance their ability to think critically.

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The Depth and Complexity icons are eleven tools that act as lenses, prompting students to look at a topic in a new way. They will help you to take your students deeper into grade-level material rather than moving them onto a new topic.

Sound too good to be true? Read on!

Get It All Via Email

Hey, if this long article is way too long you can take it in more leisurely through the Depth and Complexity Mailer. You'll get an email every week introducing a couple of the prompts. It's free!
Get Free Depth and Complexity Ideas
Onward!

Table of Contents

The Back Story

The overarching goal of Depth and Complexity is to move students towards expert knowledge of content. Bette Gould and Sandra Kaplan looked to understand how an expert understands their field differently from a layperson. Through interviews, they saw that these experts knew things like repeating patterns, required rules, ethical dilemmas, changes over time, and essential vocabulary within their field.

They identified eleven of these traits and assigned a name and a symbol to each. The idea is that students can move closer to an expert's level of understanding by thinking through these same lenses.

A Quick Example

The prompts of Depth and Complexity will sharpen your questions - and your students' answers.

See the sharpness in action:

"Compare and contrast Lincoln and Washington"

"Contrast the ⚖️ ethical dilemmas Lincoln and Washington faced."

"Compare the 🚦 rules Lincoln and Washington created as presidents."

See how broad and vague that first question is? It invites surface-level thinking. Using a prompt of Depth and Complexity raises expectations.

About Those Icons

Each tool is represented by an icon that gives students a visual shortcut to expert thinking. The tools' icons especially benefit younger students or those learning English. They unlock access to higher levels of thinking than those students' vocabulary would otherwise support. But their use should not be limited to just those students.

Even as a grownup, I use the icons when I take notes. If I spot an interesting dilemma, I'll sketch a little ethics icon to call it out. When I see a student draw an icon on their work, I know that they're calling out a certain way of thinking.

A final note about the graphical icons: beware relying on pretty clip art or professionally designed images. It sets the bar too high. Instead, draw the icons by hand as you teach. Encourage students to do the same. The Depth and Complexity prompts are ultimately students' tools, and students should feel empowered to use their tools whether they have access to specific clip art or not.
Sidenote: Read about why I use emoji for depth and complexity icons when using devices. They're free and easily accessible anywhere.
Depth and Complexity Basics

Here are the eleven prompts of Depth and Complexity along with a teeny explanation and a link to full articles.

❓
Unanswered Questions
Perhaps the most under-used of the prompts. It's so much more than "What questions do you have?" Instead, push students towards what we don't yet know about this topic. Or what can't we know? Consider questions that are truly unanswered to humankind.

📚
Across Disciplines
How does this topic represent an intersection of other fields? How do language arts and math appear within this topic?

📈

Trends

How a topic is currently changing and what forces are causing those changes? Trends is the prompt I'd most like to get rid of.

So that's the eleven prompts of Depth and Complexity. Yeah, there are a lot! But there's no need to use them all at first. Get comfy with, like, four. Plus, you'll be surprised how quickly you start to pick them up.

Want to get a series of emails explaining each Depth and Complexity prompt? Sign up for free here!

The Biggest Problem with Depth and Complexity

Without a doubt, the biggest problem people make with Depth and Complexity is: pairing an icon with a low level of Bloom's Taxonomy.

Look at these three tasks and think about what the level of thinking that each requires:

Identify the rules in this math problem.

List the important details about George Washington.

What are the patterns in the solar system?

Do you see it? ☝️ Every one of those questions requires merely a list as an answer. Even though I might be taking the content deeper, I'm still asking super low-level questions. I'm at the bottom of Bloom's - despite using depth and complexity.

And, now that I'm aware of it, I see it everywhere. Do a search for "depth and complexity worksheets" and spot all of the low-level questions out there. It's almost impossible to find any examples where the icons paired with high levels of Bloom's Taxonomy.

So please make sure to pair depth and complexity with high levels of thinking:

Compare/Contrast: How is Poe's 👄 language different from Lewis Carrol's?

Evaluate: Which author most effectively uses 👄 language to create their tone?

Synthesize: What would happen to the tone if we used some of Carrol's 👄language in The Raven.

See how we can go beyond "list the vocabulary words" and really get kids thinking?

Depth and Complexity Resources

Ok! Let's take a break here and I'll point you to a few Depth and Complexity resources that I've had a hand in creating:

If you'd like to continue on, I have an article about how to introduce depth and complexity to students.

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Depth and Complexity Icons: Everything You Need to Know!

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The dimensions of depth and complexity are a great first step towards a classroom differentiated for gifted learners. Learn the basics of these thinking tools and begin incorporating them into your lessons tomorrow!

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Posted in Blog on 08/08/2017

We asked our community what websites they recommend for gifted kids. Here's what they had to say!

BASIC-256
"BASIC-256 is an easy to use version of BASIC designed to teach anybody (especially middle and high-school students) the basics of computer programming. It uses traditional control structures like gosub, for/next, and goto, which helps kids easily see how program flow-control works. It has a built-in graphics mode which lets them draw pictures on screen in minutes, and a set of detailed, easy-to-follow tutorials that introduce programming concepts through fun exercises."

The How the human brain works series was specifically recommended.

Hoagies' Gifted Education Page
"Giftedness: Everything parents, educators, administrators, counselors, psychologists, and gifted children & teens need to know, including articles and research."

What would you add to the list?
Like this post? Sign up for our email newsletter to receive more stories, information, and resources about gifted youth straight to your inbox.

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Posted in Blog on 08/08/2017 We asked our community what websites they recommend for gifted kids. Here's what they had to say! BASIC-256 "BASIC-256 is an easy to use version of BASIC designed to teach anybody (especially middle and high-school students) the basics of computer programming.

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ATTENTION: Basics | Difficulties | Responses

Basics of Attention
Paying attention refers to the brain's ability to take all of the stimuli around us, immediately categorize and organize information as relevant or irrelevant, and focus the mind on one thing. For a child in a classroom, paying attention to the teacher means filtering out as many as 30 other students and the dynamics between them, visual or outside distractions, noises, and more.

The psychological and medical communities as a whole have accepted a set of criteria for diagnosing chronic attention problems, and have grouped these problems under the name Attention Deficit and Hyperactivity Disorder (ADHD). However, this term and its use in diagnosis remains controversial, and the approaches to attention problems are varied (see Up Close, Does ADHD Exist?).

This diversity of views comes in part from the fact that although paying attention may seem like an isolated task, it is an elaborate neurocognitive process. Consider everything that is stimulating your senses as you read this sentence. Perhaps there are background noises or a conversation nearby, the aromas of food or pangs of hunger, distractions in your peripheral vision, thoughts of things to do, recent conversations or events still fresh in your mind. Now consider another setting: listening to a class lecture or watching a film. Everyone has experienced a lapse in attention in such settings from time to time. But what if paying attention were a chronic challenge? For some students it is, and they are unable to focus no matter how hard they try.

Try it yourself. Experience a visual distraction.

People with chronic attention problems describe their world as a cacophony of distractions, with no sound or image necessarily more important than any others. Ambient sounds -- papers rustling, pencils tapping -- demand as much attention as a set of verbal instructions.

Try it yourself. Experience an auditory distraction.

"Attention deficit" is one of the most widely used phrases when it comes to learning problems, but it may also be one of the most common misdiagnoses. Although there is much information about ADHD available to schools, focusing on attention deficit may be causing parents and teachers to overlook other learning problems. Dr. David Urion, Director of Neurology and Learning Disabilities at Children's Hospital in Boston, suggests that parents and teachers look closely at any inconsistencies. If a child has trouble paying attention or focusing in one subject area, but not all subjects, a lack of attention may be the symptom of a different learning problem. Only a small percentage of children with learning problems have a neurocognitive breakdown in attention.

If your child's attention problems tend to be in one of the following subject areas, visit that section of the site:

> Reading
> Writing
> Mathematics

Lauren's father, Mike Smith, questions medicating his daughter in order to help her focus.

"Being a parent, any foreign substance like a drug scares the hell out of me. Taking it as an adult, I wouldn't see an issue. But something with my baby girl, no. Even though I've read about it and I understand what it's supposed to do and Doctor Baker has gone through what the benefits are and he's described basically no side effects -- still, to me, it's somewhat of an unknown, and maybe it's just my ignorance but it's somewhat terrifying for me."

Dr. Edward Hallowell on Ritalin as a way to manage attention deficit

"Is it a cure? Absolutely not. But you learn compensatory strategies, habits while you're taking the medication that will carry over to when you're not taking the medication. So by allowing you to focus better, it allows you to better learn these strategies that we're trying to teach them. It just makes intuitive sense. If you turn up the lights in the room you can learn better than trying to learn in the dark."

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Misunderstood Minds . Attention Basics | PBS

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ATTENTION : Basics | Difficulties | Responses Paying attention refers to the brain's ability to take all of the stimuli around us, immediately categorize and organize information as relevant or irrelevant, and focus the mind on one thing.

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Can be congenital (present from birth)

Can happen over a period of time (ex. cataracts)

Different amounts of vision can be present or lost, and the following information is dependent upon the severity of the disability

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Highly dependent upon the specific cause and severity of the individual

Language and concept development would be difficult when traditional reading is not possible

Limited ability to learn from environment

Sensitivity to light, glare, or blind spots

Struggles with feeling accepted due to isolation/differences

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Keep class organization the same so routines can be familiar

Low vision- allow seating near the front of the class, use big fonts, and contrast colors

Provide optical tools in the classroom

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PHYSICAL DISABILITY

A condition that incapacitates the skeletal, muscular, and/or neurological systems of the body to some degree

Prefer physically challenged

Diverse group

Often no concurrent mental disability

ORTHOPEDICALLY IMPAIRED

Severe- includes impairments caused by a congenital anomaly (e.g. clubfoot, absence of some member, etc.), an impairment caused by disease (e.g. poliomyelitis, bone tuberculosis, etc.) and an impairment from any other cause (e.g. cerebral palsy, amputations, and fractures or burns which cause contractures.)

Multiple disabilities

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Cognitive development

Communication and language development

Social-emotional development

Friendship

Appearance

Independence

Early death

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1. Accessing instruction

2. Provide school accessibility

3. Use physical supports

4. Technology

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Fatigue due to exertion of excessive energy in everyday tasks

Impairment of movement (ex. caused from pain, muscle spasms, or numbness; difficulty in balance)

Functional disabilities could affect the speed in completing work, ability to hold a pen, or work with manipulatives

Physical disability happening from a traumatic injury could affect speech, vision, or coordination.

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Children with low vision may benefit from the use of low vision devices, often referred to as low vision aids, to help them see more clearly. These devices include a range of items that are optical and nonoptical. Optical Devices or Aids The two most common low vision devices are magnifiers for seeing objects close ...

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1. It's okay to say "look" and "see." Even fully sighted people use their other senses in the context of looking at something. Visually impaired people might look at things in a different way, but "seeing" is in the perception (rather than the eye) of the beholder.

2. Audiovisual presentations and demonstrations are made accessible to severely visually impaired students by providing verbal explanations. Read what is being written on the board and/or describe what is pictured in the presentation. Allow the student time to handle tactually adapted materials.
Saying "over there" and pointing to something the student can't see are not useful with a blind student. Instead, spatial directions must be given from the STUDENT'S perspective. Remember that the student's left and right are opposite yours when you are facing the student.

3. Seat or encourage the visually impaired student to come to the front of the classroom or presentation area in order to be certain that s/he hears all instruction/explanation correctly.

4. Braille materials take an exceptionally long time to order and/or prepare. Textbook committee members should be aware of this and be certain that braille textbooks can be ordered in January for the following fall so that they can be transcribed in time. Extra time may be required for math and technical books, as Braille mathematical notation requires a unique certification that many literary braille transcribers do not possess.

5. Classroom handouts, especially those with pictures or diagrams, also require a great deal of time to transcribe into braille and tactile formats or verbal descriptions. Classroom teachers are wise to provide materials to be transcribed at least two weeks ahead of time, preferably on disk, as some text can be transcribed using computer translation software.

6. Expect the visually impaired student to complete the same assignments as the rest of the class. Due to alternative media, assignments may take a visually impaired student longer to complete. An average of double time for Braille or tape is a good rule of thumb. Due to time constraints it may occasionally be necessary to reduce the number of examples to be completed for classwork or homework (such as in math problems), as long as the student is able to demonstrate that s/he understands the concepts and/or skills exhibited within each example.

7. Independence is of primary importance! Be patient. Observe the student, silently encouraging independent problem-solving skills. Wait until the student asks for help and provide minimal assistance only as needed to build self-confidence and independence.

8. Avoid leaving doors and drawers ajar or chairs out from under tables and desks. Either keep furniture consistent or inform and/or involve the student in rearranging.

9. Address all students by name so that the visually impaired student can learn to associate names with voices of classmates. Address the visually impaired student by name as well, so he or she knows when he or she is being spoken to.

10. Encourage the student's use of proper posture, eye contact as much as possible and proper social etiquette. Discourage any inappropriate mannerisms to maximize the student's physical and emotional health, as well s the student's social, educational and career potential.

11. Always treat the visually impaired student equally with other students. This includes discipline and special privileges as well as involvement in extracurricular and leadership opportunities.

12. Give the visually impaired student as many opportunities to help others as to be helped by others.

13. Please don't presume that just because the student can't see and is using other learning mediums that the student is incapable. Try to allow the student to use their strengths in the areas they have to learn.

14. All students, including those with visual impairments, learn at individual rates.

Summary: As much as possible, treat the student the same as any other student and your example will encourage classmates to do the same.

Resources

The book Classroom Collaboration which is available from Perkins School for the Blind, 175 N. Beacon St., Watertown, Massachusetts 02172, (617) 924-3434, has some good teaching strategies for teachers and also for aides working with VI kids. It is also a good resource for inservicing staff and for answering questions regarding the roles of various support persons working with VI kids.

Strategies for teaching students with vision impairments - more tips and ideas

Tips for Teachers - great tips from Australia!

Thanks to the professionals on the AERnet listserve who provided information, and to

Judi Piscitello, TVI, COMS
Assistant, Training of Special Educators
NYS Resource Center for Visually Impaired
2A Richmond Avenue
Batavia, NY 14020
(716) 343-8100 ext. 427
FAX (716) 343-3711
www.vesid.nysed.gov/lsn

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Classroom strategies for Regular Education Teachers who have students with visual impairments

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It's okay to say "look" and "see." Even fully sighted people use their other senses in the context of looking at something. Visually impaired people might look at things in a different way, but "seeing" is in the perception (rather than the eye) of the beholder.

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"Alone, isolated, left out: This is the way most students with special needs feel in school," says Jayne Clare, a veteran special education teacher. A study published in 2001 suggested that it's not just a feeling: Students with disabilities are often deliberately excluded by their peers in academic and extracurricular settings.

Ellen Stumbo, who is the mother of a child with Down syndrome, wrote in 2019 that at her daughter's school, students with disabilities were not included in the yearbook. Being excluded or separated from their peers at school events like field trips, award ceremonies, and dances was all too common, Stumbo noted.

Going Beyond Access: Reaching Inclusion

That's not the case at all schools, of course: Some, like McKinley Elementary School in Santa Monica, California, prioritize social inclusion throughout the school day, in part by focusing on how students interact in unstructured time like recess.

To meet the needs of students with disabilities-in particular their need to feel like they belong in the school community-McKinley has partnered with Inclusion Matters by Shane's Inspiration, a nonprofit that aims to eliminate bias toward children with disabilities through play.

The team at Inclusion Matters started out thinking that their mission was simply to remove the physical barriers to play for children with disabilities. But they quickly realized that they would have to address a variety of social barriers as well in order to help those children feel included.

"For children with disabilities to feel truly included, it requires looking at what the invisible barriers are-the misconceptions, the perception that they are somehow less capable, seen as less valuable than their peers without disabilities," says Marnie Norris, director of programs at Inclusion Matters.

To facilitate social interaction between students with and without disabilities, Inclusion Matters orchestrates field trips between general and special education classes to inclusive playgrounds, which are designed so that children with and without disabilities can play together throughout the whole site. It's a free program for public schools that has served over 45,000 students in more than 250 schools around the world.

Play is something that all kids-regardless of ability-can enjoy together, but simply throwing them together on the playground won't ensure that they play together. Inclusion Matters created an ability-awareness workshop to help general education students acknowledge and challenge their biases toward people with disabilities, as a way to remove one barrier to social inclusion.

Grouping two general education students with one special education student as buddies bypasses another roadblock by ensuring that students interact with each other. And by letting the general education students know their buddies' interests, abilities, and limitations beforehand, the workshop guides the students to enjoy each other and have fun.

After the field trip, general education students participate in a 45-minute reflection workshop in which they consider how their beliefs changed and how they'll interact with their peers with disabilities in the future.

"We've seen this program transform school campuses," says Norris. "We've seen schools go from having children with more severe disabilities who've never interacted with their peers to organically interacting with each other. It's transformative, and not as complicated as people might think it is."

Play is not the only way schools foster social inclusion, though. In February 2020, the 15th annual Super Kids Bowl in California's Hemet Unified School District featured cheerleaders and the marching band celebrating elementary special education students as they ran down the field and scored a touchdown with the football team.

Fairfax County Public Schools in Virginia brings middle and high school students with and without disabilities together to engage in service projects, giving them all a chance to develop relationships with their peers and do something useful for their community. Inclusion efforts can be simpler than that, too: Special and general education students at Salem Junior High and Salem High School in Ohio meet once a month in the library to have lunch and do activities together.

Working toward social inclusion can be as simple as talking with general education students about students with disabilities. "It's important that we be models for our students, and if we're afraid to talk about something, they'll think that means that something is wrong," says Ashley Benjamin, the principal of McKinley Elementary School.

Improving School Climate

Inclusion Matters' program has had a wide-reaching impact at McKinley Elementary. Parents of general education students have asked McKinley special education teacher Keylee Cubillas how they can include her students and their families at events and holiday parties. And the parents of Cubillas's students have told her that they're happy with the inclusion efforts. They want their children to be happy and to develop their social and adaptive skills, says Cubillas, and being included in the school community helps achieve both goals.

The buddy relationships deepen with time: "If any of Keylee's students pass us on campus, you would think they were a rock star with how excited my students are to see their buddies and interact with them," fourth-grade teacher Katy Buckner says.

Buckner also points out that the buddy relationships are not a form of charity, telling her students, "This isn't about you helping someone. That can be part of it, but it's also about what gifts do both buddies on both ends have to bring to each other."

Buckner has noticed her students learning sign language to communicate with their buddies and using person-first language instead of ability-centered language when talking about students or fictional characters with disabilities-they have developed greater empathy through their interactions with their buddies.

That's a process that takes time. Even when schools partner with organizations like Inclusion Matters, working toward inclusion is "not just one quick trip. It's something that has a lasting impact. It shapes how students act, think, and feel about differences. It's shaping who children are and how they're going to interact with others in the world and society," says Benjamin.

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How to Improve Students With Disabilities' Sense of Belonging

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"Alone, isolated, left out: This is the way most students with special needs feel in school," says Jayne Clare, a veteran special education teacher. A study published in 2001 suggested that it's not just a feeling: Students with disabilities are often deliberately excluded by their peers in academic and extracurricular settings.

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