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Visual impairment/disability is a broad term used to describe people who have less vision than normal. Visual impairments can vary from person to person and can differ in severity too. A visual impairment and a visual disability are both the same. (Visual Impairment Examples and Signs, n.d.)

According to IDEA, 2004, visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. It  “…may be mild or severe, but in each case visual performance does not meet the individual's needs.”

According to the American Optometric Association Definitions:

Partially Sighted

Visual acuity that when corrected is still between 20/70 and 20/200; (a person with 20/70 eyesight can clearly distinguish an object at 20 feet that a person with normal vision can clearly distinguish at 70 feet).

Legal Blindness

Visual acuity (certify eligibility for special services or programs)  that cannot be corrected to better than 20/200 and/or restricted field vision less than 20 degrees.

Low Vision

“…terms used to describe several levels of very limited sight which interfere with a person's daily routine activities, have some residual vision, may have reduced central visual acuity (sharpness of vision), with normal or good peripheral (side) vision, may have a very narrow field of view but good central acuity.”

The World Health Organization (WHO) distinguish four categories based on the severity of the visual impairment:

Low Vision, Severe: Performs visual tasks at a reduced level.

Low Vision, Profound: Difficulty with gross visual tasks.

Near Blind: Vision is unreliable.

Blind: Totally without sight.

(Team, n.d.)

Some visual impairments/disabilities can be classed as invisible or hidden disabilities because it is not obvious to someone else that they have a disability. For example, you wouldn't know if someone was blind, solely based on their appearance, unless they told you, or were walking with a guide dog. (Visual Impairment Examples and Signs, n.d.)

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“Developmental cognitive disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime,” CDC. The condition results in below average intellectual functioning.

Developmental cognitive disabilities is an umbrella term that describes disabilities present before an individual reaches the age of 22. Intellectual/cognitive disabilities refers to any disability that affects mental processing.

Developmental Disabilities:
- Cerebral palsy
- Epilepsy
- Autism
- Hearing loss
- Down syndrome
- Intellectual disability
- Spinal injury
- Brain injury

Cognitive Disabilities: not all of these disabilities result in a decrease in intellectual functioning, some have a component affecting cognitive functioning.

- Intellectual disability
- Attention-deficit hyperactivity disorder (ADHD)
- Dyslexia
- Aphasia
- Brain injury
- Language delay
- Learning disabilities

- Learning: Dyslexia, Dyscalculia, Attention Deficit Hyperactivity Disorder

- Age-related: Alzheimer’s, dementia, memory

- Intellectual: Down Syndrome

- Accidental: traumatic brain injury

- Mental health: anxiety, depression, Post-traumatic stress disorder (PTSD)

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Developmental and cognitive disabilities can be caused by a range of factors including

- Brain injury
- Genetics
- Exposure to environmental risks (e.g., lead) during pregnancy or at a young age
- Alcohol and tobacco use during pregnancy
- Premature delivery
- Low birth weight
- Infection
- Seizure
- Common trauma (sexual/physical/emotional abuse, malnutrition...)

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Traumatic brain injury "usually results from a violent blow or jolt to the head or body. An object that goes through brain tissue, such as a bullet or shattered piece of skull, also can cause traumatic brain injury," Mayo Clinic.

Other symptoms
- Eye strain
- Fearful or scared
- Double vision when reading
- See words move, jump or appears to float on the page when reading
- Short tempered
- visual problems (blurred vision)
- Seeing stars

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Negative
Students with disabilities have skills and talents that are sometimes not being supported by the curriculum or syllabus. As a result, some students may have difficulty with information intake, organization and recall if and when instruction does not provide support.
Impact
- Cognitive factors such as limited intelligence, behavioral, physical, and emotional impairments make it difficult to understand.
- Hypersensitivity to sensory stimuli can be triggered by a range of external and or internal stimuli in the environment.
- Bullying can have short-term and long-term negative outcomes. Students with a disability are especially susceptible to it. "Although only ten U.S. studies have been conducted on the connection between bullying and developmental disabilities, all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers," Marshall. Some studies have shown that students with ADD/ADHD can be both victims to bully and unintentional perpetrators as well.
- Medical factors such as organic malfunction (e.g. Tourettes) can cause disruption and sometimes physical harm to self and others. Other conditions like ASD cause students to exhibit inappropriate social interaction which could make socializing/making and keeping friends hard to do.
Positive
- Peers are given the opportunity to show love/appreciation and respect to students who are different from them is beneficial for everyone and it especially has a life long impact on one another.
- Helps increase/improve communication and social skills for students with a disability which can build a positive self-image.
- Within an inclusive learning environment, students are provided with the opportunity to practice acceptance and understanding.
- Accommodations exposes students to a wider range of school resources

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Fetal Alcohol Syndrome Disorder
Other connections between Fetal Alcohol Syndrome and the impairment in the brain and behavior can be due to trauma. The most common occurrence is when a child was exposed to alcohol before birth when “alcohol in the mother’s blood passes to the baby through the umbilical cord,” CDC. FASD can also be do to stress during pregnancy when a woman who is pregnant is under high on going amount of stress, this can have an impact on a developing fetus. It's really important that children are getting the nurturing and attentiveness they need especially in the first five years of their lives, as, the brain develops at a rapid rate in the early years. Early neglect has a negative impact on a developing brain.

Symptoms
-  Low body weight
-   Poor coordination
-    Hyperactive behavior
-    Difficulty with attention
-    Poor memory
-    Difficulty in school (especially with math)
-    Learning disabilities
-    Speech and language delays
-    Intellectual disability or low IQ
-    Poor reasoning and judgment skills
-    Sleep and sucking problems as a baby
-    Vision or hearing problems
-    Problems with the heart, kidneys, or bones
-    Shorter-than-average height
-    Small head size
-    Abnormal facial features, such as a smooth ridge between the nose and upper lip.

ADHD/ADD
Is characterized as a neurodevelopment disorder that affects executive functioning of the brain. "An estimated 8.4% of children and 2.5% of adults have ADHD. ADHD is often first identified in school-aged children when it leads to disruption in the classroom or problems with schoolwork. It is more common among boys than girls," APA. The neurotransmitters cause inefficiency in the area of the brain that controls impulses, alertness and attention. A number of factors that cause the impairment in the brain could be due to prenatal or perinatal trauma, toxins, medical illnesses or nutrition.

Predominantly Inattentive
- Often has trouble staying focused on tasks at school, home or play
- Frequently does not pay close attention to details or makes careless mistakes on assignments or while doing other tasks
- Often has trouble organizing tasks or activities (misses deadlines, disorganized work)
- Is easily distracted/daydreaming
- Frequently does not follow through on instructions or fails to complete school assignments, chores or other activities
- Often forgets doing routine tasks
- Avoids tasks that require long periods of mental focus (h/w, reading assignments)
- Often loses items needed to complete tasks or activities (messy and cluttered)
- Does not appear to be listening even when spoken to directly

Predominantly Hyperactivity (NIMH)
- Fidget and squirm while seated
- Leave their seats in situations when staying seated is expected, such as in the classroom or the office
- Run, dash around, or climb at inappropriate times or, in teens and adults, often feel restless
- Be unable to play or engage in hobbies quietly
- Be constantly in motion or on the go, or act as if driven by a motor
- Talk excessively
- Answer questions before they are fully asked, finish other people’s sentences, or speak without waiting for a turn in a conversation
- Have difficulty waiting one’s turn
- Interrupt or intrude on others, for example in conversations, games

Combination of Both
Individuals who have the combination type don't exclusively fall within the inattentive or hyperactivity. Instead, they exhibit signs and symptoms of both.

ASD
ASD is an umbrella term with a range of neurodevelopment disorders that involves delays in a development of many basic skills and functions including the ability to socialize, communicate and behavioral issues. ASD begins in early childhood and lasts throughout a person's life. ASD is called a spectrum because it has a range of symptoms.

Symptoms
- Difficulty coping with change (routine, classroom, time, meals, rules)
- Hypersensitivity of senses (aversion to loud noises)
- Delayed speech and communication skills
- Difficulty understanding other people's emotions
- Stereotypical or repetitive movements (hand flapping, rocking, spinning)
- Difficulty with social interactions
- Having tantrums or meltdowns
- Dangerous/challenging behavior (banging head on the wall)
- May say the same word/sentence over and over again.

Cerebral Palsy
Is a non progressive neurodevelopment disorder that causes paralysis due to trauma in the brain. The three parts of the brain that are affected before or shortly after birth are the cortex, the basal ganglia and the cerebellum. Cerebral Palsy is a problem in one or more of these areas causing abnormal muscle tone, posture and movement. The damage of the brain causes a loose of muscle control/movement like fine motor control (writing or typing). Other areas that are affected thoughts and vital organs and symptoms can vary depending on the severity.

Symptoms
- Poor feeding
- Abnormal reflexes
- Epilepsy
- Docility and irritability
- Abnormal muscle tone
- Asymmetric movement pattern
- Delayed motor milestones
- Tremors
- Weakness
- Abnormally slow movement
- No sleep
- Speech and language disorders
- Visual impairment
- Hearing impairment

Deaf-Blind
Refers to permanent or fluctuating impairment in hearing or vision, often caused by a genetic condition called Usher Syndrome. Other causes are due to vitamin A deficiency, cataract, infection, glue ear and other factors such as genetics.

Symptoms
- Doesn't react to loud sounds
- Eye pain, itchiness or discomfort
- Mishearing and mispronouncing words
- Withdrawn or frustrated
- Eyes that often appear overly sensitive to light
- Delayed speech and communication development
- Wanting/signaling for higher volume
- Eyes flutter quickly from side to side or up and down
- Cannot identify where sound is coming from

Intellectual Disability
Is characterized by significant limitations in intellectual functioning and adaptive behavior which covers many everyday social and practical skills. ID impairs cognition or intelligence and makes understanding new or complex information significantly difficult. In turn, this affects an individual's ability to cope independently in a range of daily living/activities.

Symptoms
- Cognitive: an individual has difficulty with thinking and reasoning skills relative to their family/peers
- Have trouble solving problems
- Find it hard to remember things
- Trouble speaking
- IQ is lower than 70
- Little or no communication skills
- Requires supervision

Traumatic Brian Injury

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“For most people, technology makes things easier. But for people with disabilities, technology makes things possible” – Mary Pat Radabaugh

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IDEA guarantees special education services to children who qualify for service under 13 handicapping conditions, including learning disabilities, behavior disorders, and emotional impairments. The Rehabilitation Act of 1973 was not originally intended as education law, but it does define a handicapped individual as anyone who experiences a "mental, psychological or physiological disorder which interferes with an individual's civil right to one or more major life activities," OCR. Children learn best in a setting that provides structure, support and instruction that matches individual learning styles.

Accommodations are changes in how a student accesses information. Accommodations provide support so that students with special needs achieve the same instructional goal as other students. Accommodations can include changes in the following:
- The presentation of a lesson
- The instructional strategies
- Time and or scheduling
- The environment
- The equipment

ADD/ADHD & ASD
- Students with one or both of these disorders need structure and consistency. For example, consistent seating arrangement, daily schedules, clearly defined rules, expectations and consequences.
- A teacher needs to establish rules in the classroom as to when talking to others is acceptable or not, for students with ADHD.
- Students need a non-stressful environment with adequate emotional warmth and physical contact from the teacher and peers.
- Changing the pace or tasks frequently will eliminate the feeling of distraction, boredom or a feeling of being overwhelmed.
- Frequent breaks such as watering a plant, taking a note to a teacher to refresh the brain and increase productivity.
- Reward effort and desired behavior.
- Multi-sensory approach (sound, touch, vision).

Intellectual/Cognitive Disability
Students with ID also benefit from the above mentioned accommodations and the ones below.
Scheduling
Giving student enough time to complete tasks based on individual strengths and skills. Other timing and scheduling might include a change in location, day or time. Students with ID need more time to analyze questions and plan their answer(s).
Setting
A safe, welcoming and supportive environment allows for creativity, imagination and exploration. It's important that students are in a classroom/school environment that is physically safe.
- Rails and ramps to prevent falling
- Uncluttered classroom and walkways
- Adaptive scissors/sharp objects to prevent unintended self-injury

Visual Impairments
Adapt the physical environment:

- Keep aisle and classroom clear, wide, and open.

- Notify the students if any changes have been made.

- Extra space will be needed to accommodate Braille and
Large print

-  Enlarge printed materials

-   Increase visibility of materials

-   Convert print to Braille formats

-   Use tactile and three-dimensional models to enhance Conceptual understanding

-   Be specific with oral instruction (avoid vague words like over here, on your right)

-   Always refer to the student by their name with a  normal tone of voice

-   Give the student more time to accomplish a reading, an assignment, a test

Hearing Impairments

Adapt the physical environment:

-   Have carpet

-   Seat student in the front

-   Use technology: hearing aids, television captions, etc. . .

-   Infrared microphones installed in the classroom (if you can afford)

-   Use visuals to introduce vocabulary and concepts and enhance comprehension

-   Use language cards

-   Use white-board quite a bit! –write a lot

-   Give students hand-outs

-   Repeat questions or answers

-   Use hand signals

-   Use “listen, then look, then listen” sequence

-   Have extra space for interpreters

-   Testing time in individual testing times in separate rooms an extending the time limit as necessary
Source: https://sites.google.com/site/educ315porfolio

Other Accommodations and Modifications
- Some conditions might require the involvement of a primary care physician
- Self-contained classroom in a regular school
- School based intervention clinic/nurse
- Medication (stimulants, cognition enhancement, antidepressants)
- Speech and language exercises
- Inclusive classroom
- Outpatient specialty
- Inpatient care
- Emergency care setting
- Wheelchair ramp
- Provide a variety type of task including digital, online, and hands-on
- Music/art therapy

Physical Disabilities (below)

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It is very important that you know the signs of a visual impairment/disability. If you notice a child with any signs of visual impairment/disability, you should notify their parents/guardians, so they can get the help they need.
Some signs of visual impairments include:

Their eyes moving from side to side or up and down involuntarily. This can get worse if they are upset or concentrating hard. These are signs of Nystagmus.

They don't follow objects in front of their face. For example, your hands moving in front of them.

They hold objects or text close to their face to see better.

They squint at objects that are far away from them. This could also cause headaches.

They might turn or tilt their head to see better.

They might seem clumsy, e.g., walking into things or tripping over a lot.

They might not be able to recognize some colors.

They might react more to bright lights or going from a dimly lit room to a bright room.

Poor hand-eye coordination

Constant eye rubbing

Poor focusing

Chronic eye redness

Chronic tearing from their eyes

A white instead of black pupil

(Visual Impairment Examples and Signs, n.d.)
(Badii, 2019)

Partially blind children might might experience the following symptoms:

Cloudy vision

An inability to see shapes

Seeing only shadows

Poor night vision

Tunnel vision

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The effects of a child’s vision development are far-reaching. At birth, a child uses her eyes to recognize and identify faces. By three months of age, she can tell the difference between her parents’ happy and angry expressions. Young children learn through their eyes: They watch – and imitate – the people in their lives.

This is why vision problems in early childhood can lead to other brain development issues, and to developmental delays.

If left untreated, vision problems can lead to:

Cognitive problems. Children develop important mental concepts like object permanence - the understanding that objects continue to exist even when they cannot be seen, heard or touched - by manipulating objects in their environment. Vision problems hinder their ability to engage in that process, thus hindering their cognitive growth. (Seeing the Importance of Vision Development, n.d.)

Social problems. By learning to identify and respond to other humans’ emotions, infants and toddlers begin to develop basic social skills. Children observe facial expressions and body language in order to properly interpret people’s emotional responses. Impaired vision can hinder their ability to participate in processes that are crucial to their social development.(Seeing the Importance of Vision Development, n.d.)

Communication problems. Visual impairments can affect our ability to communicate effectively with others. We observe our partners to see if they “get” what we are saying when we talk to them. We look for visual clues during a conversation such as facial cues, which indicate mood or emotion; hand gestures, which can indicate size or direction; turn-taking cues, including raised eyebrows; feedback, such as head nodding. These types of non-verbal messages may be lost or misunderstood by students with poor vision. Both people in the conversation are then prone to misinterpretation. Imagine not being able to see someone roll his eyes when making a sarcastic remark. You might think that he is rude and he might think that you don’t have a sense of humor. (Myers-Rickard, 2021)

Reading comprehension. Reading comprehension and vision go hand in hand. Poor vision can affect learning by lowering reading comprehension skills. Our eyes must work together effectively to move across a page, make sense of letters, and understand what is written. Children with a vision-related learning problem will typically lose their place while reading and confuse similar looking words because they can’t properly see the text. Because of this, children with poor vision often show signs of poor reading comprehension and may struggle to keep up with class assignments.

Hand-eye coordination. Poor vision can mean poor hand-eye coordination. In fact, studies show that exercise during the school day can increase academic performance. However, children with an undiagnosed vision problem tend to avoid recreational activities that require distance vision, such as team sports and may demonstrate poor hand-eye coordination. When a child does not participate in physical activity during the day, they miss out on the benefits exercise can have on their academic performance and motor development.

Behavior. There’s no question that being able to concentrate is key to succeeding in school. However, because children with vision problems find it hard to read text that is small or far away, they find it hard to focus on school work. This can lead to behavior problems.

(Four Ways Poor Vision Can Affect Learning In Children, 2018)

The  How Vision Problems Impact Child Behavior video summarizes well how vision impairment can lead to behavior challenges.

Having visually impaired children certainly has a positive impact on their peer's social/emotional development, and on the teaching practice provided in the classroom.

Tailoring teaching for all learners. All students learn differently. This is a principle of inclusive education. In an inclusive classroom, teachers weave in specially designed instruction and support that can help students make progress. These strategies are helpful for all students. Teachers meet the needs of all students by presenting lessons in different ways and using the Universal Design for Learning (UDL) framework. (The Understood Team, n.d.)

Making differences less “different”. Inclusive classrooms are filled with diverse learners, each of whom has strengths and challenges. Inclusion gives kids a way to talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in helping kids know that difference is just a normal part of life. It can also help kids build and maintain friendships. (The Understood Team, n.d.)

Provides support to all students. In more traditional special education settings, many kids are “pulled out” for related services like speech therapy or for other specialized instruction. An inclusive class often brings speech therapists into the classroom. These professionals can provide information and suggestions to help all students. If kids aren’t eligible for special education but still need some extra support, they can get it informally. (The Understood Team, n.d.)

Educating students about inclusion. Inclusive systems provide a better quality education for all children and are instrumental in changing discriminatory attitudes. Schools provide the context for a child's first relationship with the world outside their families, enabling the development of social relationships and interactions. Respect and understanding grow when students of diverse abilities and backgrounds play, socialize, and learn together. When education is more inclusive, so are concepts of civic participation, employment, and community life. (The Power of Letting Children Learn Together, n.d.)

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APH — American Printing House for the Blind

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Impacts of Vision Loss on a Child’s Development

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Some Specific Visual Impairment Examples and their Impact on Children

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Some Specific Visual Impairment Examples and their Impact on Children

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There are lots of different types of visual impairments/disabilities. They all affect people in different ways, and they can differ in severity too.

Night blindness

This visual impairment/disability means that people with it struggle to see at night. This also applies to dimly lit rooms like the cinema. People with this may also have trouble adjusting from bright areas to dark areas. Night blindness can be helped by prescribing specific glasses or contact lenses for help with night vision.

Albinism

This is a condition that affects the skin, hair, and eyes. People with albinism have a reduced amount of melanin, which affects their coloring and eyesight. People with this condition often have light hair color, and pale skin.

Albinism can cause poor eyesight, light sensitivity, nystagmus, and a squint. There is no treatment for the poor eyesight, but having glasses can improve vision. Children with this may also need extra support in school.

People with this visual impairment, may also find it helpful to wear sunglasses in brightly-lit areas to help with the light sensitivity.

Blurred vision

This can affect how people see close up or far away. Glasses can be prescribed to help with blurred vision, but they don't always stop it. Blurred vision can appear in one or both eyes.

Loss of peripheral vision

Peripheral vision is your wider field of vision, peripheral vision isn't straight in front of you but what you can see around you without turning your head. Loss of peripheral vision means you can only see right in front of you. This is sometimes also called ‘tunnel vision’.

Loss of peripheral vision can be caused by glaucoma. This is a group of eye disorders that can damage the optic nerve, which then results in poor vision. There are no guaranteed treatments that will fix loss of peripheral vision, but if you have glaucoma, you can prevent this from happening by taking medication such as eye drops.

A special type of lens can be fitted on to your glasses to help with peripheral vision loss, but it doesn’t always work.

Loss of central vision

This type of visual impairment/disability causes blurs or blind spots in your vision. It usually starts off with a small blind spot that gets bigger over time. Loss of central vision can deteriorate very quickly.

This can be caused by age-related macular degeneration, but it can also be caused by diabetes if the diabetes is left untreated. Macular degeneration can be treated by taking eye drops, which can stop your vision from getting worse.

To prevent loss of central vision caused by diabetes, make sure you control your blood sugar levels, and attend diabetic eye-screening appointments. These appointments can pick up on anything wrong early on, so you can start treatment earlier.

Nystagmus

This is a condition where the eye moves involuntarily up and down or side to side constantly. Typically, the people with this condition can’t see the movement, and others may find it hard to notice too. It can result in poor vision, such as not being able to see things that are far away, and it can get worse when the person is stressed or upset.

People with this visual impairment/disability usually develop it during early childhood, but it can develop later on in life. For people who develop it later on in life, it can take a while to get used to because of the constant eye movement that you have never experienced before. It can also make it harder to see, and can make you feel sick and dizzy. However, it is a condition that you can live with, and most people can live a full and independent life.

You may also need longer to read if you have this condition, because the constant eye movement can make it difficult to focus on words. Children who are in school that have nystagmus may need extra support, for example, being seated near the front of the class if they can’t see far away, or giving them longer to read.

Color blindness

This is the inability to see certain colors. People who are color blind can see some colors, but not all of them. Not being able to see any colors at all is very rare. The most common way to notice color blindness in others is their inability to see the difference between some colors. The most common deficiencies in color blindness are red and green, but it can happen with other colors.

Color blindness is a genetic condition, and is passed on from parents. However, it can sometimes develop later on in life.

Color blindness is something that can be lived with. However, some children may struggle with certain activities in school that involve colors. People who are color blind may have trouble identifying safety or warning signs as well because of the color of them.

There are things you can do to help someone with color blindness. There are often settings on computers and phones that help you use them easier. There are also some apps you can use to identify different colors. You can also wear tinted glasses that help you to see colors better, however these only work for some people.
(Visual Impairment Examples and Signs, n.d.)

Reduced contrast sensitivity

People with loss of contrast sensitivity, have a loss of vision quality. They tend to feel that there is a generalized haze with a sensation of a film or cloudiness.

Glare light sensitivity

This occurs when standard levels of light overwhelm a person's visual system, producing a washed-out image and/or a glare. People with extreme light sensitivity may suffer pain or discomfort from relatively normal levels of light.
(Low Vision and Vision Rehabilitation, n.d.)

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Accommodations:

Changes in the medium used:

Braille

large print

audiotape

electronic text

oral testing/scribing

Readers/note takers

Changes made in the way materials are presented:

Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.

The teacher or presenter should verbalize all information as it is written on the board or overhead.

Information presented on the board should be in a high contrast color.

Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.

The computer screen should be eye level and tilted to avoid glare.

Use recorded text as needed.

Classroom recording of lectures/instruction by the student.

Large Print textbooks/materials.

Braille textbooks/materials.

Clear, dark copies of worksheets.

Use of a reading guide to assist in keeping place while reading and completing worksheets.

Present materials against a plain background

Use a good contrast background and present on a contrasting tray or mat.

Time requirements:

Time and a half or double time

Consideration for the student's reading/writing speed

Consideration for the time needed to use adaptive equipment

Consideration for eye fatigue and scanning ability

Changes in the way students demonstrate learning:

Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).

Avoid activities requiring extensive visual scanning.

Avoid visually cluttered materials.

Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.

Use of bold line paper.

Use of raised line paper.

Abbreviated homework assignment (includes all concepts, just fewer items).

Shorter written assignment.

Oral testing.

Changes in Setting:

preferential seating in the classroom for all films, assemblies and demonstration lessons.

seated facing away from windows.

permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment

Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.

Open and close doors fully (a half-open door can be a dangerous obstacle).

Eliminate unnecessary background noise. Consider isolation headphones.

Eliminate clutter from the room, particularly in aisles and movement paths.

Place materials in consistent places so that students know where particular items are always located.

Preferential locker position and locks with keys vs. combination locks.

Use of task lighting as needed.

Different surfaces in the classroom to distinguish areas

Supporting Orientation and Mobility

Tactile Maps

Human guides

Guide dogs

The long cane

Allow student to explore your room during the first week and whenever you make any major changes

Show student where his or her desk is, where materials are located, papers turned in, etc.

Point out the restrooms, water fountains, library, office, cafeteria, gym, and bus stops and ask that braille labels be placed outside each entry for blind students

Assistive technology

Talking wristwatches

Magnifying devices

Speech to text, text to speech software

Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers)

Computer with optical character reader, voice output, Braille screen display and printer output

The Kurzweil Reader – scans and reads textbooks/handouts aloud.

JAWS for Windows (Job Access With Speech)- a software program that changes a personal computer and a speech synthesizer into a talking computer system for people who are visually impaired.  This tool allows the user to read the screen but also provides the software necessary to work, study, and be creative.

Dragon Naturally Speaking – voice recognition software converts speech dictated by user into text.

Pictures in a Flash (PIAF) – makes tactile representations of charts, graphs, formulas and equations on special thermal paper.

CCTV – magnifier enlarges and projects text on to television-like screen.  A second CCTV is located in the VWCC library

Physical Education/Recess

Check with TVI to see if there are any restrictions of activity or on visual fields

Ball Sports: practice catching, kicking, and batting with students to check whether or not he/she can see the ball in time to catch, kick, or bat

Use audible goals and/or balls (available from TVI) or use a radio as a goal locator (as in basketball)

Also, facilitating interactions with sighted children during cooperative learning and parent involvement are essential.

Modifications
The following list of possible modifications ensure that the  student with visual impairments can be successful in the school.

Reducing assignments so a student only completes the easiest problems;

Altering assignments to make them easier;

Requiring a student to learn fewer materials that are required by the State's academic content standards;

Providing help to a student via hints or clues to the correct answers on assignments and tests.

Parallel Curriculum

(Accommodations & Modifications, n.d.)

(What Are Typical Accommodations for Students with Blindness? | DO-IT, n.d.)

(Allan, 2017)

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Visual Impairment Strategies: Moving From Object Activities to Contracted Braille

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Traumatic brain injury (TBI) happens when a sudden, external, physical assault damages the brain. TBI is a broad term that describes several types of injuries that happen to the brain. The damage can be focal (confined to one area of the brain) or diffuse (happens in more than one area of the brain). The severity of a brain injury can range from a mild concussion to a severe injury that results in coma or even death. (Johns Hopkins Medicine, 2019)
Generally TBI is divided into two categories:

1. Closed Injuries: Damage caused to brain tissue without the skull breaking like a car accident or a football player getting a concussion.

2. Penetrating Injuries: Damage caused to the brain that results in a break in the skull like a bullet from a gunshot. (Cleveland Clinic, 2014)

People involved in certain professions or activities have a higher risk of TBIs, including:

Athletes.

Construction workers.

Military members.

Police and law enforcement. (Cleveland Clinic, 2014)

Because TBI covers many different types of injuires, for the remainder of this exercise I will focus on pediatric TBI.

The functional impact of TBI in children can be different than in adults. Deficits may not be immediately apparent because the pediatric brain is still developing. TBI in children is a chronic disease process rather than a one-time event, because symptoms may change and unfold over time

TBI is the leading cause of death and disability in children.  An estimated 475,000 people in U.S. in the age group of 0–14 years sustain TBI annually, of which up to 90% return home with mild injuries, 37,000 are hospitalized, and 2,685 die because of their injuries. (ARAKI et al., 2017)

Falls are the leading cause of TBI in children younger than 14 years of age. Children younger than 4 years of age are injured mainly by falls but are also affected by abusive injuries and motor vehicle accidents. Children 4–8 years of age are injured in falls and motor vehicle accidents but also become more at risk for other transportation related injuries such as bicycle-related incidents. (ARAKI et al., 2017) See the two tables posted at the end to take a closer look at how TBI affects children.

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Prevention of TBI in Children

The primary causes of TBI in children include sports-related injuries, falls, motor vehicle accidents, and intentional trauma (Shaken Baby Syndrome). The following are some strategies that can be used to reduce the risks of TBI in children:

Enforce use of helmets. Activities/sports where helmets should be worn include:

Bicycling

Skateboarding, skating, rollerblading, riding scooters

Sledding

Skiing

Football

Hockey

Horseback riding

Make sure children play only where it is safe.

Look for playgrounds that have soft surfaces (e.g., mulch, sand) underneath climbing equipment.

Supervise young children while playing.

Attend to safety in the home.

Block off stairs with safety gates

Ensure windows are secure (e.g., install window guards)

Lock firearms and bullets in secure place when not in use.

Promote safety in motor vehicles.

Ensure infants and young children always use appropriate car seats.

Use seat belts.

Keep children in the backseat of cars at least until age 13.

To reduce incidence of SBS, promote training for parents in caring for their child and dealing with frustrations associated with parenthood.

Healthcare providers can offer guidance.

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Traumatic brain injury signs and symptoms may be similar. With moderate and severe traumatic brain injury, the signs and symptoms may be more severe. They may go from better to worse. They may last weeks, months or longer after the injury. This is a normal part of the healing process.

Physical Signs

Headache(s)

Sensitivity to light

Sensitivity to sound

Nausea or vomiting

Feeling tired or sleepy

Dizziness

Loss of balance or trouble walking

Ringing in ears

Double or blurred vision

Numbness or tingling

Loss of consciousness

Cognitive (Brain) Signs

Feeling foggy or confused

Slow thinking or slow processing

Memory issues

Unable to concentrate

Poor judgement

Falling behind in school

Emotional Signs

Irritable or fussy

More emotional than normal

Sad or nervous

Lack of interest or motivation in normal things

Easily frustrated, angered or tearful

Impatient

Bolder than usual

Outbursts

Not tolerating daily routine

Sleeping Signs

Change in sleeping pattern

Trouble falling asleep

Trouble staying asleep

Sleeping more than usual

Sleeping less than usual

A small percentage of traumatic brain injuries in children can include more severe symptoms. These include a long loss of consciousness, spasticity, muscle weakness, seizures, and more severe brain and functional problems. (CINCINNATI CHILDREN'S HOSPITAL MEDICAL CENTER, 2021)

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Head Injuries In Kids And What To Monitor (Pediatrician Advice)

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Deaf" usually refers to a hearing loss so severe that there is very little or no functional hearing. "Hard of hearing" refers to a hearing loss where there may be enough residual hearing that an auditory device, such as a hearing aid or FM system, provides adequate assistance to process speech

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In kids, hearing impairment can mimic learning disorders, which can lead to misdiagnosis. A child who can't hear well will struggle to keep up, may act out, or become disengaged during lessons.  With these observations from teachers, it can lead to being evaluated for a learning disability.

Untreated hearing loss can lead to delays in speech and language. According to the American Speech-Language Hearing Association (ASHA), children who have mild to moderate hearing loss but do not get help are very likely to be behind their hearing peers by anywhere from one to four grade levels. And for those with more severe hearing loss, intervention services are even more crucial; those who do not receive intervention usually do not progress beyond the third-grade level.

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Muffling of speech and other sounds.

Difficulty understanding words, especially against background noise or in a crowd.

Trouble hearing consonants.

Frequently asking others to speak more slowly, clearly and loudly.

Needing to turn up the volume of the television or radio.

Withdrawal from conversations.

avoidance of some social settings

Student Symptoms
The student with hearing impairment may appear to hear normally, when in fact the student can not hear speech sounds clearly enough and is misinterpreting the information. The student may have difficulties pronouncing speech sounds correctly, poor vocal quality, or trouble explaining ideas clearly.

having limited or unclear speech

not following directions or paying attention

hearing only parts of a conversation; asking for information to be repeated

not being able to hear everyday sounds, like a school bell or morning announcements

learning problems

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Assistive listening devices.

Captioned media.

Extended time.

Glossaries or dictionaries.

Working with speech and language pathologist  on listening comprehension and auditory skill developmental, gramma, articulation, and pragmatics.

Many students with hearing loss need to receive assignments in written form in order to ensure proper understanding of the requirements. The speaker should face the class as much as possible and speak clearly. Students will need to sit close to the speaker for the opportunity to take in visual cues.

Individual administration.

Frequent breaks.

Sign language interpreters

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Providing Services and Accommodations for Deaf and Hard of Hearing Students in a Mainstream Setting

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<https://www.healthyhearing.com/report/52433-How-hearing-loss-affects-school-performance> [Accessed 15 June 2022].

Kidshealth.org. 2022. Hearing Loss Factsheet (for Schools) (for Parents) - Nemours KidsHealth. [online] Available at: <https://kidshealth.org/en/parents/hearing-factsheet.html> [Accessed 15 June 2022].

National Deaf Center. 2022. Accommodations 101. [online] Available at: <https://www.nationaldeafcenter.org/accommodations-101> [Accessed 15 June 2022].

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Severe Multiple Impairment is when a person has more than one disability. The combination of the two or more disabilities can cause the person to have intensive life support. These conditions may lead to severe difficulties in learning. Most of students with severe multiple impairments may need help and support throughout their lives. For example, a student can have multiple disabilities such as intellectual disability and blindness or a student can have cerebral palsy and autism ( Center for Parent Information and Resources).
IDEA requires children who are diagnosed with multiple disabilities to receive early intervention to support their needs. The aim is not to leave these children behind, that is why there are services and programs for these children ( Center for Parents Information and Resources).

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Multiple causes lead for a child to have severe multiple disabilities

Chromosomal abnormalities

Premature birth

Difficulties after birth

Poor development of the brain or spinal cord

Genetic disorders

Injuries from accident

Student with severe or multiple disabilities may experience the following conditions

Limited speech or communication;

Difficulty in basic physical mobility;

Tendency to forget skills through disuse;

Trouble generalizing skills from one situation to another; and/or

A need for support in major life activities (e.g., domestic, leisure, community use, vocational ( OCECD.ORG)

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In the past students with severe or multiple disabilities were excluded from the mainstream education program. It was because they needed intensive interventions that were not implemented in school. The establishment of the new act like IDEA insisted all children with disabilities be included in the classroom with other peers. The act allowed more programs to be put in place to support students with disabilities ( OCECD.ORG).
Most students with severe disabilities can not only be accommodated in special education classrooms because of the multiple needs that they need. They won’t benefit more from the traditional ways of teaching students with one impairment.  They need special needs education and other programs.
Hence more intensive programs and related services need to be put into place to support students. Multidisciplinary approaches need to be used to support these students like the occupational therapist, speech therapist, physical therapist and medical specialist need to work together with teachers.

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Students with multiple disabilities often need substantial modifications and accommodations in the classroom. This will allow students to access the general curriculum from class.

Student will need to have one on one aide who will be there to support the student in class

IEP - document will be formulated by the team to determine the services for the student. This document will show a clear understanding on how to best support the student.

Allow partial participations in class , as necessary

Getting special equipment and materials to support student needs

Students will receive related services like occupational therapy , speech therapy or any other services that support a student's need.

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Multiple Disabilities Resources. (n.d.). Retrieved June 19, 2022, from https://www.ocecd.org/MultipleDisabilitiesResources.aspx

Multiple disabilities. Center for Parent Information and Resources. (n.d.). Retrieved June 19, 2022, from https://www.parentcenterhub.org/multiple/

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ADHD is a disorder that is the result on ongoing hyperactivity causing issues with a person's development. Children with ADHD are usually diagnosed during elementary school, and they can be evaluated between the ages of 3-6 to start (NIH, n.d.). The disorder can develop due to several factors relating to bran chemistry and genetics. At this time, research into the causes of ADHD is ongoing.

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National Institute of Mental Health (NIMH)

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

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Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

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Students with ADHD: Hyperactive have several impacts that are unique to their disorder. Some of the impacts on students are as follows:

Missing instruction or critical parts of lessons due to their need for constant motion and activity.

Being told to take a moment a "settle down." This can feel impossible for students with ADHD, and the failure to meet this expectation could be harmful to their self-worth!

Having a difficult time building social relationships in older grades. As students mature it can be difficult for students with ADHD: Hyperactive to build strong relationships that aren't founded in high-interest topics or that require them to maintain focus on a single conversation or activity.

Frustration from adults around them. Children with ADHD can frustrate parents who may not understand the disorder and how it affects their child. Often this is a learning opportunity for both parties, and it can be a moment of empowerment for the whole family if taken as a learning opportunity!

Managing extra-curriculars as they progress through school. Due to the impact of ADHD on executive functioning, it can be difficult for students with the disorder to manage activities outside of school. This puts them at a disadvantage as many social relationships are built outside of school, and students with ADHD could miss out on great opportunities.

When untreated ADHD can lead to underwhelming performance in the classroom. As a student becomes older, and grades begin to have a larger impact, this can drastically effect their future careers and choices.

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Fidgeting: the need to make small movements with the body. Usually dome with hands and feet.

Unable to stay seated for periods of time: Students with ADHD may find it difficult to stay seated during an entire academic period (possibly 50 minutes or more).

Difficulty regulating emotions: Students with ADHD can have difficulty regulating their emotions, and may experience short bursts of intense feeling.

Excessive need to talk frequently: students with ADHD may have trouble regulating their speech. This means that they may have trouble staying quiet, and may not be able to regulate the volume of their voice immediately.

Having trouble waiting for a turn in play and conversation: Students with ADHD may have a hard time when conversing or playing with others. It may be difficult for them to wait for their turn at-bat, or to wait for a person to finish talking before starting themselves.

Constantly in motion: Students with ADHD may feel the need to be constantly in motion. This need may cause them to have trouble staying seated for periods of time or it may cause them to fidget.

Impulsivity: Students with ADHD may be considered impulsive. This means that they may act without considering the ramifications of their actions on themselves or others. This impulsivity can lead to poor decision outcomes, hurt relationships, and missed opportunities.

Intense focus on specific activities: Students with ADHD often have a handful of activities that they are able to focus on independently. When completing these activities, it may seem like the student is neurotypical and does not have ADHD.

Other symptoms can be present as well in an individual with ADHD: Hyperactive. It is important to note that may individuals with ADHD have Combined Type. This type of ADHD is a mix of Hyperactive and Inattentive, and a person's symptoms can be a combination as a result.

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Symptoms of attention deficit hyperactivity disorder (ADHD)

The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into 2 types of behavioural problems:

inattentiveness (difficulty concentrating and focusing)

hyperactivity and impulsiveness

Many people with ADHD have problems that fall into both these categories, but this is not always the case.

For example, around 2 to 3 in 10 people with the condition have problems with concentrating and focusing, but not with hyperactivity or impulsiveness.

This form of ADHD is also known as attention deficit disorder (ADD). ADD can sometimes go unnoticed because the symptoms may be less obvious.

ADHD is more often diagnosed in boys than girls. Girls are more likely to have symptoms of inattentiveness only, and are less likely to show disruptive behaviour that makes ADHD symptoms more obvious. This means girls who have ADHD may not always be diagnosed.

Symptoms in children and teenagers

The symptoms of ADHD in children and teenagers are well defined, and they're usually noticeable before the age of 6. They occur in more than 1 situation, such as at home and at school.

Children may have symptoms of both inattentiveness and hyperactivity and impulsiveness, or they may have symptoms of just 1 of these types of behaviour.

Inattentiveness (difficulty concentrating and focusing)

The main signs of inattentiveness are:

having a short attention span and being easily distracted

making careless mistakes - for example, in schoolwork

appearing forgetful or losing things

being unable to stick to tasks that are tedious or time-consuming

appearing to be unable to listen to or carry out instructions

constantly changing activity or task

having difficulty organising tasks

Hyperactivity and impulsiveness

The main signs of hyperactivity and impulsiveness are:

being unable to sit still, especially in calm or quiet surroundings

constantly fidgeting

being unable to concentrate on tasks

excessive physical movement

excessive talking

being unable to wait their turn

acting without thinking

interrupting conversations

little or no sense of danger

These symptoms can cause significant problems in a child's life, such as underachievement at school, poor social interaction with other children and adults, and problems with discipline.

Related conditions in children and teenagers with ADHD

Although not always the case, some children may also have signs of other problems or conditions alongside ADHD, such as:

anxiety disorder - which causes your child to worry and be nervous much of the time; it may also cause physical symptoms, such as a rapid heartbeat, sweating and dizziness

oppositional defiant disorder (ODD) - this is defined by negative and disruptive behaviour, particularly towards authority figures, such as parents and teachers

conduct disorder - this often involves a tendency towards highly antisocial behaviour, such as stealing, fighting, vandalism and harming people or animals

depression

sleep problems - finding it difficult to get to sleep at night, and having irregular sleeping patterns

autistic spectrum disorder (ASD) - this affects social interaction, communication, interests and behaviour

dyspraxia - a condition that affects physical co-ordination

epilepsy - a condition that affects the brain and causes repeated fits or seizures

Tourette's syndrome - a condition of the nervous system, characterised by a combination of involuntary noises and movements (tics)

learning difficulties - such as dyslexia

Symptoms in adults

In adults, the symptoms of ADHD are more difficult to define. This is largely due to a lack of research into adults with ADHD.

As ADHD is a developmental disorder, it's believed it cannot develop in adults without it first appearing during childhood. But symptoms of ADHD in children and teenagers often continue into adulthood.

The way in which inattentiveness, hyperactivity and impulsiveness affect adults can be very different from the way they affect children.

For example, hyperactivity tends to decrease in adults, while inattentiveness tends to remain as the pressures of adult life increase.

Adult symptoms of ADHD also tend to be far more subtle than childhood symptoms.

Some specialists have suggested the following as a list of symptoms associated with ADHD in adults:

carelessness and lack of attention to detail

continually starting new tasks before finishing old ones

poor organisational skills

inability to focus or prioritise

continually losing or misplacing things

forgetfulness

restlessness and edginess

difficulty keeping quiet, and speaking out of turn

blurting out responses and often interrupting others

mood swings, irritability and a quick temper

inability to deal with stress

extreme impatience

taking risks in activities, often with little or no regard for personal safety or the safety of others - for example, driving dangerously

Related conditions in adults with ADHD

As with ADHD in children and teenagers, ADHD in adults can occur alongside several related problems or conditions.

One of the most common is depression. Other conditions that adults may have alongside ADHD include:

personality disorders - conditions in which an individual differs significantly from the average person in terms of how they think, perceive, feel or relate to others

bipolar disorder - a condition affecting your mood, which can swing from one extreme to another

obsessive compulsive disorder (OCD) - a condition that causes obsessive thoughts and compulsive behaviour

The behavioural problems associated with ADHD can also cause problems such as difficulties with relationships and social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

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Attention deficit hyperactivity disorder (ADHD) - Symptoms

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Read about symptoms of attention deficit hyperactivity disorder (ADHD), which are categorised into inattentiveness, hyperactivity and impulsiveness.

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Provide loads of positive reinforcement. Using positive reinforcement helps students with ADHD know what behaviors they can replicate to meet your expectations.

Provide breaks in lessons or academic periods that are long. Having a break during a period can allow students with ADHD to come back to the lesson refreshed.

Seat them in a part of the room where their movement will have a lessening impact on other students and allows them to learn. This sort of preferential seating can allow for students with Hyperactive ADHD to fidget as needed without distracting other students.

Allow students to move in the classroom when sitting is not an option during a lesson. This accommodation can be the difference between maintaining engagement and loosing it!

Allow students to work at places that are different from their desk, and suit their particular needs in the moment. This sort of flexible seating helps students with Hyperactive ADHD begin to make choices that help their learning and it encourages their awareness.

Create checklists and/or color coded systems to help students with organization. This can be a set of folders for each student with a specific color for each class or a planner to keep a record of assignments. These materials help students with Hyperactive ADHD prioritize their tasks and build executive functioning skills.

Allow the use of fidget toys when needed and promote self-advocacy when asking. By asking for and using these toys students can recognize when one might be helpful to them, and it can help to keep them engaged with the task at hand!

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Resources for Accommodations and Modifications

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Resources for Accommodations and Modifications

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Children and Adults with Attention-Deficit/Hyperactivity Disorder. (n.d.). Classroom Accommodations. Children and Adults with Attention-Deficit/Hyperactivity Disorder. https://chadd.org/for-educators/classroom-accommodations/.

Charleston Shoe Productions. (Nov. 2016). A Day in the Life with ADHD. Charleston Shoe Productions. https://www.youtube.com/watch?v=t32CK5t8d2Q

McCabe, Jessica (October, 2017). Failing at Normal: An ADHD Success Story. TEDx. https://www.youtube.com/watch?v=JiwZQNYlGQI.

National Health Service (n.d.). Attention deficit hyperactivity disorder (ADHD). National Health Service. https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/symptoms/.

National Institute of Mental Health. (n.d.). Attention-Deficit/Hyperactivity Disorder. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd.

Understood. (2019). ADD/ADHD | What Is Attention Deficit Hyperactivity Disorder? Understood. https://www.youtube.com/watch?v=ouZrZa5pLXk

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Accommodations and modifications for TBI will look similar to what is provided to other students with disabilities. Each case is indivialized and can take many forms. Accommodations should include teaching strategies to help improve concentration, memory, processing, and executive function, or the mental processes that help connect past experience with the present.

Some accommodations to improve concentration include:

Have student sit near teacher in the classroom.

Keep distractions to a minimum.

Use peer note-takers.

Allow student to use a tape recorder.

Provide assignments in writing.

Teach in small groups.

Schedule classes when student’s attention is best.

Focus student’s attention with verbal and nonverbal cues.

Allow student to have frequent breaks.

Methods to improve memory include:

Have student use a daily organizer to aid memory.

Give multiple-choice tests.

Have student use flash cards to help recall information.

Encourage use of highlighters.

Utilize student’s best learning mode – visual or auditory.

Provide repetition of instruction.

Ask student to repeat information to confirm comprehension.

Processing accommodations include:

Review peer’s notes or taped materials to add missed information.

Allow additional time for in-class assignments.

Reduce amount of homework.

Allow more time for student to respond.

Accomodations and teaching strategies for traumatic brain injury to improve executive function include:

Have student return homework in a specific place.

Display classroom schedule.

Review daily routines with student.

Encourage student to use daily organizer when giving assignments.

Encourage student to outline assignments.

Break projects into steps. (Torreno, 2010)

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Accommodations & Modifications for physical Disabilities. 

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Accommodations & Modifications for physical Disabilities. 

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Every single unit and topic we've covered has been humbling and eye-opening. I certainly do wish I would have had this understanding and acceptance of people who do not fit the mold, much sooner. I've particularly grown an appreciation for students with disabilities such as hearing/vision impairment and intellectual disabilities. The video below shows, to me, an intelligent kid defying the odds and showing his unique ability to respond and adapt to his environment.

I think the most important take away is my role as a teacher. I learned the importance of being flexible, commitment and willingness to work with students on a personal level. This means putting forth the time, energy and extra effort needed to really listen to students, to be supportive and to make changes and accommodations as needed.

A few weeks ago when we covered emotional and behavioral disorders I feel discouraged and powerless. Conditions like ADHD or ODD which can lead to disruption in the classroom, are quite intimidating to handle. The knowledge I've acquired about ADHD in the last two weeks has been extremely helpful. Iv'e gained understanding and awareness that these disorders are physiological and biological in nature. Students aren't "out to get you" deliberately. I believe that this awareness will help me maintain my patience, sense of humor, and ability to deal with unpleasant behaviors in a positive way. I feel confident that I will be able to identify the basic cause(s) of behavioral/emotional/cognitive or physical disability and apply evidence-based interventions in hopes of reducing disruption and maximize the potential for all of my students to learn.

*Disruption used to describe disruptive behavior in the classroom. It's also used to describe an impairment that disrupts/impedes a student's ability to learn.

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A feel good video of a family and their deaf, blind and intellectually disabled son. Warning: prepare to be smitten, to smile and laugh.  

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A feel good video of a family and their deaf, blind and intellectually disabled son. Warning: prepare to be smitten, to smile and laugh.  

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DeafBlind and Intellectually Disabled (Learn How to be his Friend)

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APA. (2017). What is ADHD? American Psychiatric Association. https://www.psychiatry.org/patients-families/adhd/what-is-adhd

ASGCLA. (n.d.). Developmental, Cognitive, and Intellectual Disabilities: What You Need to Know. Association of Specialized, Government and Cooperative Library agency. A Division of the American Library association.
http://www.ala.org/asgcla/resources/tipsheets/developmental-disabilities.

Canva Team. (2020). The Importance of Fostering Creativity in the Classroom. https://medium.com/canva/the-importance-of-fostering-creativity-in-the-classroom-34c94b99281d

CDC. (2022). Developmental Milestones. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html

Center for Parent Information and Resources. (2017). Intellectual Disability. https://www.parentcenterhub.org/intellectual/

Cleveland Clinic. (2022). Fetal Alcohol Syndrome. https://my.clevelandclinic.org/health/diseases/15677-fetal-alcohol-syndrome

Horan, K. (2021). 10 Essential Classroom Accommodations for ADHD. Psychology Today. https://www.psychologytoday.com/us/blog/the-reality-gen-z/202109/10-essential-classroom-accommodations-adhd

OCR. (2021). Laws and Regulations Enforced by OCR. Department of Health & Human Services. Office for Civil Rights Headquarters. https://www.hhs.gov/civil-rights/for-providers/laws-regulations-guidance/laws/index.html

Marshall, K., Banks, G. (2009). Disabilities: Insights from Across Fields and Around the World. Book page retrieved from amazon.
https://www.amazon.com/Disabilities-Insights-Across-Fields-Around/dp/0313346046

Mayo Clinic. (2022). Traumatic Brain Injury. https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557

NIH. (2022). What are Some Signs of Learning Disabilities? Eunice Kennedy Shriver National Institute of Child Health and Human Development. United States Department of Health and Human Services. https://www.nichd.nih.gov

Proctor, K. (2022). What is Cerebral Palsy? Cerebral Palsy Guide. https://www.cerebralpalsyguide.com/cerebral-palsy/

Simmons, J. (2020). Bullying, Aggression and ADHD. The American Professional Society of ADHD and Related Disorders. https://apsard.org/bullying-aggression-and-adhd/

Therapy Travelers. (2018). Strategies for Teaching Students with Intellectual Disabilities. Therapy Travelers: Special Education Talent Solutions. https://www.therapytravelers.com/strategies-teaching-students-intellectual-disabilities/

Veith, A., Lynch, L., & Miller, C. (n.d.). Educational Accommodations for Deaf/Blind Students: Do you Hear What I see? An Overview of the Implications and Accommodations of Dual Vision and Hearing Impairments in the Classroom. http://www.itdhh.org/images/ITHI_dual_impairment.pdf

Youtube. (2020). Intellectual Disability: Students with Disabilities. https://www.youtube.com/watch?v=zQNASuTNtVw

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Conference Posters: Don’t miss the poster sessions at the 2020 Annual Meeting of APSARD. Hear new voices and see new research!

Bullying, Aggression and ADHD

Jessica Simmons, M.A.

Kevin Antshel, Ph.D.

Department of Psychology

ADHD Lifespan Treatment, Education and Research (ALTER) program

Syracuse University

Bullying is a repetitive aggressive behavior that occurs in an unequal power dynamic between a bully and victim. Bullying is associated with significant negative mental health outcomes for both victims and perpetrators. Youth who both bully others and are bullied by others (“bully-victims”) have the worst outcomes. Not surprisingly, within the past decade, youth bullying was labeled a public health problem by the Centers for Disease Control (CDC). ADHD represents a diathesis for bullying involvement, both as a perpetrator and a victim. In fact, multiple studies have suggested that youth with ADHD are up to 50% more likely to be involved in bullying, both perpetration and victimization, than their typically developing peers.

The links to victimization are clear in ADHD; bullying victims (not specific to ADHD) exhibit poor social behaviors, including hyperactivity and impulsivity, which irritate or annoy others and/or cause them stand out from their same-age peers. Violating social expectations (i.e., acting or saying things that are immature), missing social cues, and disregarding personal space are other reasons why children may be victimized by their peers.

The links to bully perpetration and being a “bully-victim”, however, require additional consideration. Certainly, youth with ADHD can act aggressively toward their peers. For example, youth with ADHD may respond aggressively if bullied. Indeed, aggression is one of the primary reasons that youth with ADHD are socially rejected. Nonetheless, not all aggression is bullying.

Aggression in ADHD appears to be linked to frustration, unsatisfied anticipation of reward, and difficulties controlling impulses. Aggression in ADHD seems to be more reactive and be an impulsive emotional response to environmental stimuli. Proactive aggression is an intentional response viewed as an acceptable way to achieve a goal. Proactive aggression is less common in ADHD and most likely to occur in those with comorbid oppositional defiant disorder (ODD) and/or conduct disorder (CD).

Distinguishing whether aggression is reactive and/or proactive is clinically important to better understand trajectories of behavior and plan interventions. Understanding whether aggression is reactive and/or proactive is also important for understanding the extant bullying literature. Insufficient operationalization of “bullying” has been an ongoing problem in the literature, leading researchers to question whether youth and adults have a similar idea of the behaviors that meet the standards of “bullying”.

A study by Murray and colleagues1 examined this important distinction and longitudinally considered whether proactive or reactive aggression has a stronger association with symptoms of ADHD. Data on ADHD symptoms and reactive and proactive aggressive behaviors were annually collected from teachers of 1,571 students in Zurich, Switzerland over eight years, beginning when the children were 7 years old and ending at age 15. Growth curve models were used to assess how symptoms of ADHD were related to reactive and proactive aggressive behaviors over the eight data collection points. Results indicated that the average growth curves for reactive and proactive aggression declined from ages 7 to 15 years of age. However, ADHD symptoms showed stronger and more significant developmental relations with reactive aggression than proactive aggression. Notably, the declines in reactive aggression were strongly and significantly correlated with declines in hyperactivity / impulsivity more so than inattention symptoms.

The results of the Murray et al. study are important for understanding bullying behaviors in ADHD. Despite being aggressive, reactive aggression often does not meet the standards of bullying. Murray and colleagues’ data should encourage us as a field to clearly operationalize bullying in our research and to question the data suggesting youth with ADHD (without comorbid ODD/CD) are more likely to be bully perpetrators than their peers. This distinction is more than semantic; important clinical, research and public policy implications depend upon correctly identifying the aggressive behavior.

If you too share my passion and interest for understanding bullying in ADHD, please visit my poster at the upcoming APSARD conference. I would love to continue this dialogue!

1 Murray, A. L., Obsuth, I., Zirk-Sadowski, J., Ribeaud, D., & Eisner, M. (2016). Developmental relations between ADHD symptoms and reactive versus proactive aggression across childhood and adolescence. Journal of Attention Disorders, 1-10. doi: 10.1177/1087054716666323.

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Conference Posters: Don’t miss the poster sessions at the 2020 Annual Meeting of APSARD. Hear new voices and see new research!

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This video is great example on how a TBI can affect a normal student. Megan was in AP classes and was involved in marching band and other performing arts. She hit her head on the back of piano and soon struggled to read her textbooks. She became sensitive to lights and sounds that prevented her from participating in performing arts. TBI is going to be different for each student, but let's look at some symptoms that will affect a student's educational experience. Teachers and other education professionals should look for these symptoms in students coming back into the classroom after a TBI.

Increased problems learning new information or remembering past information

Increases problems with concentration and paying attention

Impulsive or otherwise inappropriate behavior

More time needed to complete assignments or other tasks

Excessive emotions and/or problems functioning within a stimulating school atmosphere, i.e. noise and lights

Physical symptoms such as dizziness, nausea, and/or headaches

Sensitivity to bright light or loud noise

Reduced ability to handle stress

Reduced ability to change between tasks effectively or stay organized (Denslow, 2020)

These symptoms can be frustrating to students because they may have never struggled with these issues before the TBI. It can be frustrating to peers because their friend may not respond emotionally to how they would have responded in the past, or they may be more irritable. Everyday relationships can change.

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More Than My Brain Injury: Megan's Story

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References

ARAKI, T., YOKOTA, H., & MORITA, A. (2017). Pediatric Traumatic Brain Injury: Characteristic Features, Diagnosis, and Management. Neurologia Medico-Chirurgica, 57(2), 82–93. https://doi.org/10.2176/nmc.ra.2016-0191

ASHA. (2015). Pediatric Traumatic Brain Injury: Overview. Asha.org. https://doi.org/https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942939

CINCINNATI CHILDREN'S HOSPITAL MEDICAL CENTER. (2021, August). Traumatic Brain Injury in Children. Www.cincinnatichildrens.org. https://www.cincinnatichildrens.org/health/t/traumatic-brain-injury

Cleveland Clinic. (2014). Traumatic Brain Injury | Cleveland Clinic. Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/8874-traumatic-brain-injury

Denslow, E. (2020, May 18). Traumatic Brain Injury in the Classroom: How to Excel in School After TBI. Flint Rehab. https://www.flintrehab.com/traumatic-brain-injury-in-the-classroom/

Johns Hopkins Medicine. (2019). Traumatic Brain Injury. JOHNS HOPKINS MEDICINE. https://www.hopkinsmedicine.org/health/conditions-and-diseases/traumatic-brain-injury

Missouri Department of Health and Senior Services. (n.d.). Traumatic Brain Injury in Children - Brain Injury. Braininjuryeducation.org. https://braininjuryeducation.org/populations/children/13-traumatic-brain-injury-in-children.html

Torreno, S. (2010, February 7). Accommodations and Teaching Strategies for Traumatic Brain Injury: Information You Need to Know. Bright Hub Education. https://www.brighthubeducation.com/special-ed-inclusion-strategies/63421-accommodations-and-teaching-strategies-for-traumatic-brain-injury-tbi-students/

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https://www.cdc.gov/ncbddd/adhd/diagnosis.html

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with functioning or development:

1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organizing tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

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Centers for Disease Control and Prevention

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Deciding if a child has ADHD is a process with several steps. This page gives you an overview of how ADHD is diagnosed. There is no single test to diagnose ADHD, and many other problems, like sleep disorders, anxiety, depression, and certain types of learning disabilities, can have similar symptoms.

If you are concerned about whether a child might have ADHD, the first step is to talk with a healthcare provider to find out if the symptoms fit the diagnosis. The diagnosis can be made by a mental health professional, like a psychologist or psychiatrist, or by a primary care provider, like a pediatrician.

The American Academy of Pediatrics (AAP) recommends that healthcare providers ask parents, teachers, and other adults who care for the child about the child's behavior in different settings, like at home, school, or with peers. Read more about the recommendations.

The healthcare provider should also determine whether the child has another condition that can either explain the symptoms better, or that occurs at the same time as ADHD. Read more about other concerns and conditions.

How is ADHD diagnosed?

Healthcare providers use the guidelines in the American Psychiatric Association's Diagnostic and Statistical Manual, Fifth edition (DSM-5), to help diagnose ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities can also help determine how many children have ADHD, and how public health is impacted by this condition.

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning or development:

1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities.

Often does not seem to listen when spoken to directly.

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).

Often has trouble organizing tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).

Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

Is often easily distracted

Is often forgetful in daily activities.

2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level:

Often fidgets with or taps hands or feet, or squirms in seat.

Often leaves seat in situations when remaining seated is expected.

Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).

Often unable to play or take part in leisure activities quietly.

Is often "on the go" acting as if "driven by a motor".

Often talks excessively.

Often blurts out an answer before a question has been completed.

Often has trouble waiting their turn.

Often interrupts or intrudes on others (e.g., butts into conversations or games)

In addition, the following conditions must be met:

Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.

Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.

The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

Combined Presentation: if enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months

Predominantly Inattentive Presentation: if enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past six months

Predominantly Hyperactive-Impulsive Presentation: if enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past six months.

Because symptoms can change over time, the presentation may change over time as well.

Diagnosing ADHD in Adults

ADHD often lasts into adulthood. To diagnose ADHD in adults and adolescents age 17 years or older, only 5 symptoms are needed instead of the 6 needed for younger children. Symptoms might look different at older ages. For example, in adults, hyperactivity may appear as extreme restlessness or wearing others out with their activity.

For more information about diagnosis and treatment throughout the lifespan, please visit the websites of the National Resource Center on ADHD and the National Institutes of Mental Health.

Reference

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA., American Psychiatric Association, 2013.

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ADHD is one of the most common neurobehavioral disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

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What Are the Symptoms of Inattentive ADHD?

Often fails to give close attention to details, or makes careless mistakes in school or at work

Often has difficulty sustaining attention in tasks or play activities

Often does not seem to listen when spoken to directly

Often does not follow through on instructions and fails to finish school work or chores

Often has difficulty organizing tasks and activities

Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (homework or filing paperwork)

Often loses things necessary for tasks or activities

Often easily distracted by extraneous stimuli

Often forgetful in daily activities

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https://www.adhdcentre.co.uk/inattentive-adhd-affect-children/

How Does This Type of ADHD Affect Children?

Recent studies show that inattentiveness in childhood is associated with having poor academic performance up to 10 years later in children with and without ADHD. Even though grades are not everything, academic achievement is vital to have financial stability and achieve career success later in life.

Lack of effort and concentration are indications of the inattentive subtype of ADHD. Since children with this type of ADHD process new information more slowly and don’t show the same capability as their classmates, they are mislabeled as “slow learners” or “learning disabled” based on the results of group-administered tests which they have a hard time focusing. Moreover, children with Inattentive ADHD often have social problems where they are more likely to be neglected and alienated.

Symptoms of students with inattentive ADHD are far less likely to be identified by medical professionals, teachers, and parents which results in students not getting the right treatment they need for their condition. The long-term effect for this is an academic failure, indifference, and undue shame. This suggests that parents and teachers need to deal with inattentiveness in childhood.

adhdcentre.co.uk

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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common conditions found in children. Research shows that 11% of children aging from 4 to 17 years old are diagnosed with ADHD. It is often primarily identified in school-aged children which causes them to have problems with schoolwork and disruption in the classroom. If a child finds it hard to stay focus most of the time, he or she might have inattentive ADHD.

What Is Inattentive ADHD?

There are three subtypes of ADHD:

Predominantly inattentive type ADHD

Predominantly hyperactive-impulsive type ADHD

Combined type ADHD

Attention Deficit Disorder (ADD) is the outdated term for ADHD inattentive type. Children who have this condition find it difficult to pay attention and have a hard time dealing with things that involve organization. They are usually less active and rarely cause trouble compared to those who have predominantly hyperactive-impulsive type ADHD.

How Is It Diagnosed?

To diagnose the condition, a doctor will observe the child’s behaviour. He or she has to show at least six of the nine symptoms, and the symptoms must be serious enough that it stops the child from accomplishing its daily tasks and activities. Furthermore, the doctor may suggest doing a medical examination to eliminate other probable causes that have comparable symptoms such as:

Learning disabilities

Vision or hearing problems

Depression or anxiety

Symptoms for ADHD Inattentive Type

The symptoms for this type of ADHD include:

Gets easily distracted and have daydreams

Do not pay attention to details and often makes mistakes

Easily gets bored and can’t stay focus

Find it difficult to get organized and learn new information

Has a hard time focusing on the task given

When spoken to, doesn’t seem to listen

Usually loses track of things

Inattentive in doing daily activities

Has difficulty following instructions and shifts from task to task while the work goes unfinished

How Does This Type of ADHD Affect Children?

Recent studies show that inattentiveness in childhood is associated with having poor academic performance up to 10 years later in children with and without ADHD. Even though grades are not everything, academic achievement is vital to have financial stability and achieve career success later in life.

Lack of effort and concentration are indications of the inattentive subtype of ADHD. Since children with this type of ADHD process new information more slowly and don’t show the same capability as their classmates, they are mislabeled as “slow learners” or “learning disabled” based on the results of group-administered tests which they have a hard time focusing. Moreover, children with Inattentive ADHD often have social problems where they are more likely to be neglected and alienated.

Symptoms of students with inattentive ADHD are far less likely to be identified by medical professionals, teachers, and parents which results in students not getting the right treatment they need for their condition. The long-term effect for this is an academic failure, indifference, and undue shame. This suggests that parents and teachers need to deal with inattentiveness in childhood.

How to Help Children with Inattentive Type of ADHD

It is important to help children maximize their academic potential. Overcoming hindrances are vital for academic success. Parents should ask for help when their child shows signs of inattention. Schools should offer training programs or therapeutic strategies to help inattentive children. Helping children triumph over inattentiveness gives a positive impact not only on their academics but as well as their personal life.

For parents, if they want to help an inattentive child do well at school and improve daily focus and efficiency, below are the steps they can take:

1. Determine the cause. There are other probable causes of inattention in children aside from ADHD. As a parent, you need to find out why your child suffers from inattention. Anxiety, low self-esteem, grief, learning differences, family problems, and social issues could be a result of inattentiveness.

Talk to your child about his or her classroom experiences. Listen to what he or she has to say as they become more open when they know their parents are listening and reachable. You could also ask for help from a doctor or licensed mental health professional.

2. Work with your child’s teacher. If you are worried about your child’s academic performance, talk with your child’s teacher. You need to establish active communication with the teacher and work with him or her in helping your child succeed academically.

3. Make a consistent home routine. Create a solid routine that helps your child get rid of the negative effects that cause inattentiveness. It is vital to organize and provide healthy limits for your child such as forming healthy sleep hygiene to make a huge difference in the inattentiveness of your child.

4. Limit your child from engaging with television, tablets, or phone at home. Create a healthy media boundary and teach your child to do one thing at a time. This will help your child filter out distractions and improve focus.

5. Train your child to be organized. Help your child succeed by teaching them to organize. Day planners and wall calendars are some of the tools beneficial for your child regarding learning about long-term planning.

There are different methods parents and teachers can use to help children with inattentive ADHD. It is a matter of addressing their condition and getting the right treatment for your kids.

Get Expert Help

At The ADHD Centre, we offer an ADHD Test Online for you to know or confirm if you or a loved one happens to have ADHD and if you would like some further guidance and support on managing your ADHD then please contact us at The ADHD Centre on 0800 061 4276 or via [email protected].

The ADHD Centre offers holistic ADHD treatment and cares for both children and adults. We are also affiliated with other ADHD clinics and organisations to maximise our services. Are you living in the UK? Lovely! We also offer an ADHD Online Assessment via Zoom for Healthcare. So wherever you are in the UK, know that the ADHD Centre is always available for your ADHD needs.

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What Is Inattentive ADHD and How Does It Affect Your Children?

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Is your child having poor academic performance? Learn what inattentive ADHD is and know what the long-term effect on children having this condition.

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ADDitude Editors, Dendy, Z. M. C. S., & Panel, A. A. M. R. (2021, August 26). Teaching strategies for students with ADHD: Ideas to help every child shine. ADDitude. Retrieved June 19, 2022, from https://www.additudemag.com/teaching-strategies-for-students-with-adhd/

Centre, A. (2021, March 29). What is inattentive ADHD and how does it affect your children? The ADHD Centre. Retrieved June 19, 2022, from https://www.adhdcentre.co.uk/inattentive-adhd-affect-children/

Silver, L., MD, & Panel, A. A. M. R. (2021, June 22). How ADD (inattentive type ADHD) looks a lot like learning disabilities. ADDitude. Retrieved June 19, 2022, from https://www.additudemag.com/how-adhd-inattentive-type-looks-a-lot-like-learning-disabilities/

Symptoms and diagnosis of ADHD | CDC. (2020, September 21). Centers for Disease Control and Prevention. Retrieved June 19, 2022, from https://www.cdc.gov/ncbddd/adhd/diagnosis.html

Terada, Y. (2015, August 15). 17 ways to help students with adhd. Edutopia. Retrieved June 19, 2022, from https://www.edutopia.org/discussion/17-ways-help-students-adhd-fidget

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https://www.edutopia.org/discussion/17-ways-help-students-adhd-fidget

Some accommodations:

Extended time on tests

Shortened assignments

Instruction in note-taking or designating a class notetaker

Segmented assignments for long-term projects (with separate due dates and grades).

Strategies for Students with ADHD

Assign work that suits the student’s skill level. Students with ADHD will avoid classwork that is too difficult or too long.

Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.

Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.

Increase active class participation. Group strategies include asking students to write their answers on dry-erase white boards and showing them to the teacher, asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no — a level palm, if they don’t know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.

Encourage hands-on learning. Create learning opportunities where children experience things first-hand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

Establish Rules & Routines for ADHD Students

Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.

For example, instead of saying: “No loud talking when you come into class,” say, “When you come into class, check the assignment on the board and start working quietly.” Or, “Sit down first and then you may talk quietly with your neighbor until I start teaching.”

Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, “row captains” checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what’s required of them.

Give appropriate supervision to ADHD students. Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.

Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.

Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders. Help the student in preparing for the end of the day and going home, supervise the student’s book bag for necessary items needed for homework.

Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement. Provide opportunities for physical action — do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn’t too distracting.

Let the children play. Recess can actually promote focus in children with ADHD so don’t use it as a time to make-up missed schoolwork or as punishment as you might for other students.

Focus on the Positive

Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students’ academic and extracurricular interests, photographs, artwork, and/or accomplishments.

Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as “You’re doing a great job” or “Now you’ve got it.” If a student’s answer is incorrect, say, “Let’s talk this through” or “Does that sound right to you?”

Ask questions rather than reprimand. If the student misbehaves, in class, ask, “Is that a good choice or a bad choice?” The student will get the message that his behavior is inappropriate.

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2. Fidgets

Fidgets are small objects that help keep students' hands occupied. You can buy these on Amazon or use objects like beaded bracelets or Rubik's Cubes. Teacher tip: Avoid flashy objects like fidget spinners, which can be a distraction to other students.

3. Silly Putty

Silly Putty, Play-Doh, or Sticky Tack can also keep students' hands occupied.

4. Velcro

Tape a strip of the rough side of Velcro under the student's desk. It gives them something to touch. Many other objects can work, such as emery boards or straws.

5. Gum or Chewable Necklaces

Chewing gum can help keep some ADHD students focused. In no-gum classrooms, necklaces with chewable pieces can also work. You can also wrap airline tubing or rubber bands at the ends of pencils for students to chew.

6. Doodling

Doodling can help many students focus, not just ones with ADHD. Some students also benefit if they can draw during storytime or a lesson.

7. Background Noise/Music

A fan in the back of the room can help some students focus. Letting them listen to music on headphones (as long as it doesn't interfere with what's happening in class) can also help. One teacher had success with an aquarium in the back of the room-students liked hearing the calming swish of the water.

8. Chair Leg Bands

Tie a large rubber band (or yoga band) across both front legs of the chair for students to push or pull against with their legs.

9. Bouncy Balls

Also known as yoga balls, stability balls, or exercise balls. These are potentially great for all students, not just ones with ADHD.

10. Swivel Chairs

Kids can twist a little bit from side to side. A rocking chair also works.

11. Wobble Chairs

Similar to swivel chairs or disk seats, these chairs let students rock within their seats. Teacher tip: Don't let students wobble too much-they may fall off!

12. Disk Seats

These sit on a chair and allow students to rock in their seats, which is not as dangerous as rocking the entire chair. Cushions can also work.

13. Standing Desks

Great for all students, not just ones who need to fidget. Learn how students brought standing desks into their classroom in " Using Stand Up Tables in the Classroom." If it's within your budget, you can also use treadmill desks.

14. Desks with Swinging Footrests

A built-in footrest can help reduce the noise that comes with foot tapping.

15. Stationary Bikes

Putting a stationary bicycle at the back of the classroom is a great way to help students be active.

16. Classroom Space for Moving Around

Clear an area at the side or back of the room to let students stand, stretch, dance, pace, or twirl.

17. Flexible Work Locations

Students don't have to do their learning at their desk-they can work at the windowsill or move from one desk to another. Having different learning stations can benefit all types of students. For ideas on setting up your classroom, check out " 7 Learning Zones Every Classroom Must Have."

Many thanks to our Facebook commenters who contributed to this list:

Amanda Becker, Amanda Nagy Magee, Angela L. García, Angela Peery, Barbara Linkus, Beverly Becker Wood, Bonnie Reeves, Brian Gagnon, Cherish A Eagen, Crissy Fleetwood, Debbi Allred, Don Myers, Dot McGee, Fin Scott, Helen Zukauskas, Holly Zuidema, Hollyann Moriarty Pierce, Jana Colvin, Jane Reed, Jennifer Preuss Schmidt, Jim Hansen, John N Kelly Sefcik, Judith Anderson, Katharine Healey Dalton, Laura Maslin Bradley, Laura Miranda, Laurie Baumbach Krivitz, Lindsay Russell Hyland, Lissa L. Rapoport, MaLinda Luker, Mandy Eller, MaryAnne Finch, Matt Winkler, Moe Margetts, Olivia Christine, Pat Melvin, Risa Blum Mendelson, Robyn Gunther, Sandra Churchwell Voss O'Brien, Sarah Holmes, Shannon Costella, Sylvia Morales Lopez, Tana Williamson, Tricia Musson Wright, Valerie Wilmot, and Virgil Miller

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17 Ways to Help Students With ADHD Concentrate

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Fidgets are small objects that help keep students' hands occupied. You can buy these on Amazon or use objects like beaded bracelets or Rubik's Cubes. Teacher tip: Avoid flashy objects like fidget spinners, which can be a distraction to other students. Silly Putty, Play-Doh, or Sticky Tack can also keep students' hands occupied.