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This website is disability related

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National Institute of Mental Health (NIMH)

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Overview

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.

Signs and Symptoms

Risk Factors

Treatment and Therapies

Join a Study

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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.

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At this point no one knows what causes ADHD. It is currently being studied to determine whether it is primarily genetic, environmental, nutritional or even social.

Fun Fact: ADHD is primarily in males, however female ADHD is typically presented by inattention.

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Inattention: This means that you can have difficulty staying on track, staying organized and in general not be able to pay attention.

Hyperactivity: This means that you may need to move frequently, excessively talk, fidget or taps.

Impulsivity: This means acting or speaking without thinking first. Self control tends to be a struggle.

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Typical treatments of ADHD are stimulants, behavioral therapy, cognitive behavioral therapy

Things that can help: classroom accommodations such as preferred seating and extra time on tests, keeping routines, making sure all items have a place, and having clear consistent rules.

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There are three main identifying symptoms of ADHD. These are inattention, hyperactivity and impulsivity. Every person diagnosed does not necessarily need to have each of these symptoms. There are several different tips, tricks and treatment methods for ADHD.

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This website is disability and teacher related.

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Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

Seating the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

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Students with ADHD tend to struggle with staying on task, becoming distracted, distracting others and multi step instructions. Examples of accommodations would be things like sitting the student where there is not many distractions, breaking down multi step directions in writing, allowing the student to take a break to move around and limiting repetitive tasks.

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Every student is different. No two peoples ADHD is the same. Personalizing a students accommodation to cater to them is the best way to ensure the student gets the most out of their learning. Establishing a clear set of classroom rules, providing color coded items, and giving praise for good behavior are often helpful. Working directly with your student, and their support system can often provide knowledge as to what works best for that student.

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To effectively teach a student with ADHD it is important to know their IEP or 504 plan. There is no one set of rules that will assist every student with ADHD it is important to tailor each accommodation to the individual student.

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This website is school related.

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Testing Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-Making and Implementation, was developed by the New York State Education Department (NYSED) to assist school personnel in making appropriate decisions for considering, documenting, and implementing testing accommodations for students with disabilities. Testing accommodations are changes that remove certain disability-related obstacles to the testing process, allowing students with disabilities to participate in assessments on an equitable basis with their nondisabled peers. Such accommodations provide students with the ability to demonstrate skills and attainment of knowledge without being limited or unfairly restricted due to the effects of a disability.

This guidance document supersedes the guidance in NYSED's May 2006 Test Access and Accommodations for Students with Disabilities. Updates in the guidance document cover areas including, but not limited to: computer-based testing, assistive technology accommodations, tests read, use of spell-check devices/software, procedures on the use of a scribe and multiple day test administration. This guidance document should be used in conjunction with the School Administrator's Manuals for all assessments and examinations included in the New York State testing program.

Questions regarding this guidance document may be directed to the Special Education Policy Unit at (518) 473-2878 or to speced@nysed.gov.

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Testing Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-Making and Implementation

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Testing Accommodations for Students with Disabilities: Policy and Tools to Guide Decision-Making and Implementation, was developed by the New York State Education Department (NYSED) to assist school personnel in making appropriate decisions for considering, documenting, and implementing testing accommodations for students with disabilities.

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Testing accommodations were created by NYSED [New York State Education Department] to allow people with disabilities to be able to have the same fair obstacle free way of testing.

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New York State dictates that there are several reasonable accommodations such as:

Having a test read for you, allowing a scribe to write out answers for you, extended time on tests and even different testing locations.

There are many more but these are just a few.

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Testing accommodations were created and discussed to allow students with disabilities to have the same obstacle free testing situations as students who do not have disabilities. NYSED recently updated their allowance of testing accommodations in August of 2023. There are several reasonable accommodations for test taking.

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This website is school related

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What's an IEP?

Students who need extra help and support in school may be eligible for special education services in the form of anindividualized education program (IEP). This program is offered free of charge to families of kids in public schools and outlines the goals and any support services that may be needed for a child to succeed in school.

The Individuals with Disabilities Education Act (IDEA) says that parents and guardians of students with disabilities or special health care needs are important members of their child's education team. They should work with educators to develop a plan that helps kids succeed in school.

Understanding how to get and use these services will help your child be as successful as possible in school.

Who Needs an IEP?

Students who are eligible for special education services need an IEP. While there are many reasons that students could be eligible, some common conditions include:

How Are Services Offered?

In most cases, the services and goals outlined in an IEP can be offered in a general school environment. This can be done in the regular classroom (for example, a reading teacher helps a small group of children who need extra help while the other kids in the class work with the regular teacher.) The small group serves students with similar needs who are brought together for help.

Every effort is made to help kids learn alongside their peers who do not have disabilities. But sometimes the level of support needed can't be met in a general classroom, so students are educated in a specialized learning classroom that is more appropriate for their needs. These classes have fewer students per teacher and allow for more one-on-one instruction. The teacher usually has training in helping kids with special educational needs. Students spend most of their day in a small group classroom and join the regular classes whenever possible - for example lunch, gym, or the arts.

What's the Referral and Evaluation Process?

The referral process begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.

The first step is to gather specific information about the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

watching the student in class to assess performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps school officials decide the best next step. Sometimes new classroom strategies are all that's needed to help a child become more successful. If this doesn't work, the child will get an educational assessment, which can find a specific learning disability or other health impairment.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school. To decide on a child's eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's On the Team?

As a guardian, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading and math or developmental skills, like speech and language.

The professionals on the evaluation team can include:

When the team finishes the assessment, a comprehensive evaluation report is developed. This report includes an educational classification and outlines the skills and support the child will need.

You can review this report before an IEP is developed. If there is something that you don't agree with, work together with the team to come up with a plan that best meets your child's needs.

How Is an IEP Developed?

The next step is an IEP meeting with you and the team to decide what will go into the IEP. A regular teacher should also attend this meeting to offer suggestions for how the plan can help your child progress through the standard education curriculum.

At the meeting, the team will discuss your child's educational needs - as described in the evaluation report - and develop specific, measurable short-term and yearly goals for each of those needs. You can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will get and how often they will be provided (for example, occupational therapy twice a week). Support services might include:

Services might also include transportation, test help or modifications, participation in special programs, and the inclusion of transition planning beginning at age 14.

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with your child's teacher to come up with strategies that help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

Your child's IEP should be reviewed annually to update goals and make sure your child is getting the support that's needed. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

What Are My Legal Rights?

Guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child throughout the IEP process. For example, timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. When your child is referred, ask about this timeline and get a copy of your parents' rights.

The parents' rights also describe how you can proceed if you disagree with any part of the evaluation report or the IEP - mediation and hearings are some options. You can get information about low-cost or free legal representation from the school district or through early intervention programs.

Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team. Federally supported programs in each state support parent-to-parent information and training activities for parents of children with special needs. The Parent Training and Information Projects conduct workshops, publish newsletters, and answer questions by phone or by mail about parent-to-parent activities.

What Else Should I Know?

Parents have the right to choose where their kids will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools.

But parents should know that the rights of children with disabilities who are placed in private elementary schools and secondary schools are not the same as children with disabilities who are enrolled in public schools.

Two major differences that parents, teachers, school staff, private school representatives, and kids need to know about are:

1. Children with disabilities who are placed by their parents in private schools may not get the same services they would get in a public school.

2. Not all kids with disabilities placed by their parents in private schools will get services.

The IEP process is complex, but it's also an effective way to address how your child learns. If you have concerns, be sure to ask about the evaluation findings or the goals recommended by your child's IEP team. You know your child best and should play a central role in creating a learning plan tailored to their specific needs.

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individuals with disabilities education act

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Some kids may be eligible for individualized education programs in public schools, free of charge. Understanding how to access these services can help you be an effective advocate for your child.

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An IEP is an Individual Education Plan. It is a specialized document that can follow a student throughout their time in school to assist them in having successful schooling.

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Any student who is eligible for special needs education. Some common conditions that cause students to ask for an IEP are:

-ADHD

-Autism

-Hearing or Vision Problems

-Physical disabilities

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IEPs are typically created by a team of people who meet with the family of the student. This team will meet and evaluate the student before creating a written plan stating how to best assist the student. There are many different reasons why a student would need an IEP. An IEP can be updated or changed depending on the students needs.

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This website is school related

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Assistive technology in the classroom helps to ensure students with disabilities have the same opportunity for education as students who do not have disabilities. Assistive technology helps schools and teachers deliver on the promise of educational equity. Exploring how students with learning disabilities and other impairments use assistive technology in virtual and physical classrooms illuminates its vital role.

What Is Assistive Technology?

Assistive technology can be any product or tool that helps people with disabilities learn, work, and live more productive lives. Ranging from simple mechanical devices to sophisticated hardware and software, assistive technologies address a wide range of disabilities.

Examples of Assistive Technology

Many household items-timers, calculators, and magnifiers, for example-can help address specific disabilities. Advanced and emerging technologies such as virtual reality also serve assistive learning purposes. The following tools are some of the more common examples of assistive technology:

Audio recorders can be used to capture lectures and discussions that students with auditory processing disorder might miss.

Closed captioning allows students with auditory disabilities to learn from video-based lessons.

Color overlays and line readers, including basic physical objects and software-based tools, can help students with attention deficit disorder and the visually impaired.

Flexible furniture, including standing desks and adjustable seating, can help students with mobility issues.

Graphic organizers, including paper and digital versions, help students with learning disabilities and executive function disorder.

Pencil grips enable students with fine motor skill problems to use writing utensils.

Personal listening devices capture teachers' voices more clearly with microphones that connect to a personal speaker or earpiece via FM radio waves, Wi-Fi, or Bluetooth.

Special keyboards address a range of learning needs, from braille for the visually impaired to alternative layouts that address physical and cognitive disabilities.

Speech-to-text software lets students with speech disabilities communicate.

Text-to-speech software helps students with speech disabilities, impaired vision, attention deficit hyperactivity disorder (ADHD), and various learning disabilities.

The Importance of Assistive Technology

More than 7 million students ages 3-21, or 14 percent of all public school students, receive special education services in the United States, according to the National Center for Education Statistics. A third of those students have a specific learning disability, such as dyslexia.

Other major categories of disability are wide ranging: * Autism spectrum disorder * Developmental delay * Emotional disturbance (anxiety and depression, for example) * Intellectual disability * Hearing impairment * Orthopedic impairment * Speech or language impairment * Other health impairments (a broad category that encompasses many conditions that limit a student's strength, energy, or alertness)

Not all students with disabilities require or are eligible for assistive technology, but the prevalence and variety of disabilities underscores the importance of such learning aids.

Who Qualifies for Assistive Technology?

To be eligible for special assistance, students must be evaluated by a team of professionals who assess their disability. Qualifying students receive an individualized education program (IEP), which defines learning needs, sets goals, and describes how teachers will help the student learn. Schools are required to provide assistive technology if the IEP team determines it is necessary.

Students who do not qualify for an IEP, which is authorized under the Individuals with Disabilities Education Act (IDEA), may still qualify for assistive technology under a 504 plan, which is authorized under Section 504 of the Rehabilitation Act. IEPs and 504 plans are similar, but whereas an IEP addresses a child's special education needs resulting from specific disabilities, a 504 plan provides services for a child with any disability that interferes with their ability to learn.

While some disabilities and associated needs are readily apparent, others require extensive testing. People with learning disabilities or learning differences, for example, are typically of average or above-average intelligence, according to the Learning Disabilities Association of America (LDA). They simply process information differently, and the effects of their disability may be limited to a specific area. LDA groups learning disabilities into five categories:

1. Dyscalculia affects a person's ability to understand and learn numbers and math.

2. Dysgraphia affects a person's handwriting ability and fine motor skills.

3. Dyslexia affects reading and language processing skills.

4. Nonverbal learning disabilities include challenges related to interpreting facial expressions or body language.

5. Oral/written language disorder and specific reading comprehension deficit affect a person's reading comprehension or spoken language.

Related disorders such as ADHD, dyspraxia (affecting muscle control), and executive functioning disabilities (weakness in cognitive management systems), while not learning disabilities by definition, commonly occur with learning disabilities, according to LDA.

Assistive Technology Implementation Challenges

The benefits of assistive technology for students with learning disabilities are manifest, but implementing such tools in classrooms can cause challenges:

Staff training. Teachers and staff may require special training to help students set up and utilize more sophisticated assistive technology aids.

Lesson planning. Integrating the use of assistive technology with established lessons and classroom dynamics can require additional planning.

Technical difficulties. Technology failures can disrupt learning and teaching.

Assistive Technology in Virtual Classrooms

Many assistive technologies are digital and easily adapted to online use and remote environments, but virtual classroom integration can have unique challenges. Students who require the use of assistive technologies in classroom and home environments may require additional support for remote setup, and the transportation of equipment to and from school places additional responsibilities on students and families.

Such challenges have not stopped teachers from delivering on the promise of equal opportunity for education, however. Assistive technology has been successfully integrated into physical and virtual classroom settings. The COVID-19 pandemic has magnified some of the challenges associated with remote learning, but teachers continue to adapt and find new ways to enable learning for all students. Helping schools to acquire and utilize technology-including tools designed to help students with disabilities-has never been more important.

Creating More Equitable Learning Environments

Providing students with the tools they need to fully participate and learn is a fundamental responsibility of education. For students with disabilities, assistive technology can be the key to an equitable learning environment.

Educators interested in providing an equal education to all students, including those with disabilities, should explore American University's School of Education. Through its Online Master of Arts in Teaching (MAT) and Online Master of Education (MEd) in Education Policy and Leadership, American University's School of Education prepares teachers and policy makers to excel in the digital age. Find out how American University's School of Education trains educators to transform the education system to benefit all learners.

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Assistive Technology in the Virtual and Physical Classroom | American University

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Assistive technology helps people with disabilities learn, work, and live more productive lives. Explore the importance of assistive technology in the classroom.

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Assistive technology is a product that can assist a student with disabilities have an easier time learning. The use of assistive technology can be written into an IEP or 504 plan.

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Assistive technology is not always top of the line tech. Sometimes it is as simple as a pencil grip, different types of seats and a line reader. Other examples of assistive tech available are allowing a student to record audio, turning on closed captioning if watching a video, braille keyboards and speech to text.

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Assistive Technology can assist many students within the classroom. It is considered a reasonable accommodation to make special needs students have the same abilities as non disabled students. There are many forms of assistive technology; both hi-tech and low-tech. Assistive technology can play a vital role in giving students independence.

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Strategies for Teachers of exceptional children

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Strategies for Teachers of exceptional children

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This website is school/teacher related.

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Strategies for Teaching Students with Disabilities - Graduate Programs for Educators

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Teaching strategies are essential for educating, especially for students with disabilities. Explore strategies for teaching these students specifically.

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This website is disability related

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Rutgers University :: Department of Kinesiology and Health

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The Department of Kinesiology and Health at The School of Arts and Sciences, Rutgers, The State University of New Jersey

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This website is disability related.

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Centers for Disease Control and Prevention

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Developmental 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.

Developmental Milestones

Skills such as taking a first step, smiling for the first time, and waving "bye-bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, behave, and move (for example, crawling and walking).

Children develop at their own pace, so it's impossible to tell exactly when a child will learn a given skill. However, the developmental milestones give a general idea of the changes to expect as a child gets older.

As a parent, you know your child best. If your child is not meeting the milestones for his or her age, or if you think there could be a problem with the way your child plays, learns, speaks, acts, or moves, talk to your child's doctor and share your concerns. Don't wait. Acting early can make a real difference!
Milestones children should reach " What to do if you're concerned "
Developmental Monitoring and Screening

A child's growth and development are followed through a partnership between parents and health care professionals. At each well-child visit, the doctor looks for developmental delays or problems and talks with the parents about any concerns the parents might have. This is called developmental monitoring.

Any problems noticed during developmental monitoring should be followed up with developmental screening. Developmental screening is a short test to tell if a child is learning basic skills when he or she should, or if there are delays.

If a child has a developmental delay, it is important to get help as soon as possible. Early identification and intervention can have a significant impact on a child's ability to learn new skills, as well as reduce the need for costly interventions over time.
Developmental monitoring and screening "
Causes and Risk Factors

Developmental disabilities begin anytime during the developmental period and usually last throughout a person's lifetime. Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors.

Most developmental disabilities are thought to be caused by a complex mix of factors. These factors include genetics; parental health and behaviors (such as smoking and drinking) during pregnancy; complications during birth; infections the mother might have during pregnancy or the baby might have very early in life; and exposure of the mother or child to high levels of environmental toxins, such as lead. For some developmental disabilities, such as fetal alcohol syndrome, which is caused by drinking alcohol during pregnancy, we know the cause. But for most, we don't.

Following are some examples of what we know about specific developmental disabilities:

At least 25% of hearing loss among babies is due to maternal infections during pregnancy, such as cytomegalovirus (CMV) infection; complications after birth; and head trauma.

Some of the most common known causes of intellectual disability include fetal alcohol syndrome disorder; genetic and chromosomal conditions, such as Down syndrome and fragile X syndrome; and certain infections during pregnancy.

Children who have a sibling with autism spectrum disorder are at a higher risk of also having autism spectrum disorder.

Low birthweight, premature birth, multiple birth, and infections during pregnancy are associated with an increased risk for many developmental disabilities.

Untreated newborn jaundice (high levels of bilirubin in the blood during the first few days after birth) can cause a type of brain damage known as kernicterus. Children with kernicterus are more likely to have cerebral palsy, hearing and vision problems, and problems with their teeth. Early detection and treatment of newborn jaundice can prevent kernicterus.

The Study to Explore Early Development (SEED) is a multiyear study funded by CDC. It is currently the largest study in the United States to help identify factors that may put children at risk for autism spectrum disorders and other developmental disabilities.
Learn more about SEED "
Who Is Affected

Developmental disabilities occur among all racial, ethnic, and socioeconomic groups. Recent estimates in the United States show that about one in six, or about 17%, of children aged 3 through 17 years have one or more developmental disabilities, such as:
Learn more about the number of children in the U.S. with developmental disabilities "
For over a decade, CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network has been tracking the number and characteristics of children with autism spectrum disorder, cerebral palsy, and intellectual disability in several diverse communities throughout the United States.

CDC's tracking of the number and characteristics of children with autism spectrum disorder "
CDC's tracking of the number and characteristics of children with cerebral palsy "

Living With a Developmental Disability

Children and adults with disabilities need health care and health programs for the same reasons anyone else does-to stay well, active, and a part of the community.

Having a disability does not mean a person is not healthy or that he or she cannot be healthy. Being healthy means the same thing for all of us-getting and staying well so we can lead full, active lives. That includes having the tools and information to make healthy choices and knowing how to prevent illness. Some health conditions, such as asthma, gastrointestinal symptoms, eczema and skin allergies, and migraine headaches, have been found to be more common among children with developmental disabilities. Thus, it is especially important for children with developmental disabilities to see a health care provider regularly.
Learn more about healthy living "
CDC does not study education or treatment programs for people with developmental disabilities, nor does it provide direct services to people with developmental disabilities or to their families. However, CDC has put together a list of resources for people affected by developmental disabilities.
List of developmental disabilities resources "
References

1. Developmental Disabilities: Delivery of Medical Care for Children and Adults. I. Leslie Rubin and Allen C. Crocker. Philadelphia, Pa, Lea & Febiger, 1989.

2. Zablotsky B, Black LI, Maenner MJ, Schieve LA, Danielson ML, Bitsko RH, Blumberg SJ, Kogan MD, Boyle CA. Prevalence and Trends of Developmental Disabilities among Children in the US: 2009-2017. Pediatrics. 2019; 144(4):e20190811.

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national center on developmental disabilities and developmental disabilities

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Facts About Developmental Disabilities | CDC

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Articles on how CDC works to identify causes of Developmental Disabilities and opportunities to prevent them. By applying a public health approach incorporating three essential elements-surveillance or disease tracking, research to identify causes, and prevention research and programs-we can rapidly translate scientific findings into appropriate public health interventions.

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This website is disability related.

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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This website is teacher related.

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Building Relationships with Families of Children with Special Needs

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Download the article, Building Relationships Article. Article - Building Relationships

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When teaching exceptional children there may not always be an IEP or 504 plan in place yet. There are different ways a teacher can improve the school experience for students with special needs.

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-Breaking down big tasks and making them into smaller tasks

-Present information in several different ways

-Check in with the student frequently

-Create a distraction free environment

-Build a rapport with the student

-Focus on the students strengths

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The strategies used to assist in teaching students with exceptional needs can be beneficial for all students both disabled and non-disabled. There are several different strategies ranging from building a rapport to creating a distraction-free environment. These strategies ultimately give exceptional needs children the best possible chance at learning.

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A physical disability is any physical limitation or disability. Typically this effects one or more parts of the body and can be temporary or permanent. Physical disabilities can happen in utero or throughout day to day life.

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-Cerebral palsy, this is typically present at birth and effects the persons ability to control their muscles.

-Spinal Cord Injury, can happen at any stage in life, is a damage to any point of the spinal cord

-Amputation of limbs, some people are born without limbs however this also can happen at any stage in life. This is when a person is missing one or more limbs.

-Spina Bifida, typically present at birth, this disability occurs when the spine and spinal cord do not form correctly.

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There are many different classifications of physical disabilities. Typically one is either born with a physical disability or it forms later in life due to accident, illness, heredity, etc.

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A developmental disability is a disability that is not recognized until the developmental period of a persons life. Typically these are recognized when a person is not reaching all of their developmental milestones that are appropriate for that age range.

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-Autism Spectrum Disorder

-Fetal Alcohol Syndrome

-Fragile X Syndrome

-Tourette Syndrome

-Language disorders

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A developmental disability is typically discovered when the person begins missing key milestones. These are typically caught at well visits for children ages 9 months to 30 months. These disabilities can effect a person's physical, learning, language, or behavioral areas and typically last for that person's life time.

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An intellectual disability is when a person has general mental ability issues. These either effect a persons intellectual functioning or their adaptive functioning.

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How is an intellectual disability diagnosed?

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How is an intellectual disability diagnosed?

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Intellectual disabilities can be diagnosed after a full IQ test where the persons IQ would be under 75 however an IQ is no longer a requirement of the diagnosis. A person is typically diagnosed after a series of tests and interviews. They can be classified as mild, moderate, or severe.

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An intellectual disability has the ability to be mild, moderate, or severe. They can be caused by a physical or developmental disability. Intellectual disability is a lifelong disability with no cure but there are available options of ways to gain independence. Available options include case management, special needs education, transition services, and vocational programs.

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-Be welcoming and friendly when meeting.

-Talk with the families during pick up/drop off

-Schedule check ins regarding the student

-Learn about the families cultures, values and beliefs.

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Why is it important to have a relationship with the family?

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Why is it important to have a relationship with the family?

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The families of the student spend all their time with them. The family have raised the student, they know their likes and dislikes, and can give valuable information regarding the student.

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When working with exceptional children it is highly important to have a positive relationship with the student's family. There are many ways to build rapport like learning about that student's culture and having an open line of communication with the family. This will help the student throughout their schooling as it comforts the family and gives you valuable information to assist the student.

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This website is school related.

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Educational games have the potential to help a child develop their learning skills. Young students benefit from these games as they offer engaging visual content which can improve their learning development.

Game-based learning can be very important and platforms like EDArcade have been developed to help young students be educated in an different way than mainstream schooling.

Some parents see gaming as a waste of time, but gaming for educational purposes can allow primary students learn fundamental skills and responsibilities that can help develop their future selves.

Games offer great educational benefits as well as entertainment

Educational games can be used as a valuable resource to help with a child's cognitive development. Dr Laura Benton of University College London says:

By playing interactive games that engage a learner, students can: learn to think for themselves, learn to work under time constraints and pressure and learn to deal with responsibility.

Educational games are ideal for primary and SEND students. Games can be beneficial for students of all abilities as they allow you to learn at your own pace. Unique and vibrant visual aids on display can also can greatly improve learning.

Schools can use educational games to even set, complete and mark homework. Teachers can edit quizzes and personalise them to suit each student's learning potential.

When monitored correctly, schools can see where a student is making progress and where they need help when playing certain games. Teachers can assign students pathways, games and track their progress by viewing reports.

Karl Kapp a professor of Instructional Technology at Bloomsburg University and who has published several books on gamification and 'game thinking' said:

Playing educational games can keep students entertained and engaged while they learn. Implementing EDArcade in your setting can help ensure that young learners remain fully focused, and also help improve learning outcomes.
EDArcade can help you progress
As a game enrichment resource, EDArcade helps primary learners develop important skills. Many interactive games can be found in EDVille when exploring the world.

Responsibility is taught by playing EDVille - the main centre and virtual garden that a learner has to maintain. Learners complete tasks and games to earn money that will help manage their garden.

EDVille primarily teaches about responsibility, whilst EDArcade has an extensive games library which can teach a variety of skills to primary students.

The EDArcade platform delivers substantial learning resources covering core subjects and tough-to-teach topics.

EDArcade is now also certified on LendED and is available on mobile, desktop and even Playstation.

Click here to find out more about the different ways you can access EDArcade.

For more information call us on 01909 568 338, contact us here or request a demo here.

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Educational Games Can Provide Great Benefits - EDBlog

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Educational games have the potential to help a child develop their learning skills.

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Games lead to a type of learning that is both fun and engaging for students. Games break up the monotony of schoolwork and can assist students who struggle with this.

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-fundamental skills

-responsibilities

-cognitive development

-critical thinking

-time constraints

-ability to deal with pressure

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Educational games have many different benefits. This is the day and age of technology where more students play video games and interact online. Educational games can help create individualized learning situations.

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This website is disability related.

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by AnneMarie Molinari-Sanders, Texas Center for the Advancement of Literacy & Learning, Texas A&M University and Candace Joles, COPE Student Support Services, Vincennes University Self-advocacy is the ability to speak up for yourself and the things that are important to you.

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What information is needed for self-advocacy?

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What information is needed for self-advocacy?

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-Knowing your disability

-What support and accommodations you need

-What has helped you in the past to succeed

-You are entitled to assistance under the ADA and IDEA

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Self-advocacy focuses on the ability of a person and not their disability. Advocating for oneself or others allows more people to understand that even those with disabilities can maintain regular schooling and work with appropriate accommodations.

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Disclosure of one's disability is necessary when advocating for accommodations. Advocacy allows for change not just for yourself but others who may follow after you. Self-advocacy assists you in becoming more independent in school or work.

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This website is school related.

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Erie 1 BOCES in partnership with Community Services for Every1, Cantalician Center and Parent Network of Western New York has a goal to prepare students with disabilities for employment through its Pre-Employment Transition Services (Pre-ETS) contract from ACCES-VR. To do this, students will be provided with a variety of activities and services to explore work/careers, post-secondary education options, develop employment-related soft skills and provide opportunities to obtain work experience with the appropriate supports to help them be able to set and work toward reaching employment and social goals.

Flyer for Pre-Employment Transition Services

Pre-ETS Application and Consent Forms

What is Pre-ETS?

Pre-ETS is a program designed to introduce youth and young adults to activities that will increase their knowledge of the world of work, work options, and education options. This will be done by providing students with opportunities for work/job/career exploration, field trips, classroom instruction, assessments, conversations, and participation in employment and post-secondary environments.

What are the available Services and Activities?

Job Exploration Counseling

Guest speakers, Virtual Job Shadow, vocational interest inventories, visit One Stop, career options/labor market demand research

Post-Secondary Education Counseling

Educational and vocational opportunity training, campus training, facility familiarity training

Self-Advocacy Training

Social skills training, life skills training, self-determination, disability awareness, knowing your rights

Workplace Readiness Training

Interview skills training, resume writing, job fairs, understanding employer expectations, soft skills in the workplace, financial literacy training, dressing for success, personal hygiene

Work Based Learning Experience

Workplace tours, job shadowing experiences, volunteer opportunities, internships, informational interviews, paid/nonpaid work experiences

How do I enroll in Pre-ETS?

To begin the process, complete the application and release forms linked on this page. Return the documents to Erie 1 BOCES, Attn: Caroline Elliott, Pre-ETS WORKS for review by the contact methods on this page. Once the review of all documents is complete and eligibility is confirmed, you will be contacted to schedule an Intake appointment. The intake will take place by phone, email or WebEx, whatever you prefer. Enrollment is that simple. If you do not qualify, Pre-ETS WORKS will provide you with information about agencies and/or programs that may be able to assist you.
Application Form for Pre-Employment Transition Services Consent to Release Records for Pre-Employment Transition Services Consent to Share Photos for Pre-Employment Transition Services Consent to Share Information for Pre-Employment Transition Services
What happens after I am enrolled?

Once enrolled, you will develop a plan and start participating in activities. The activities are selected and scheduled based on your vocational interest. Activities are scheduled in 45-minute chunks, on-line, in groups or one-on-one. Flexibility is key to Pre-ETS.

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Pre-ETS is a program designed to introduce youth and young adults to activities that will increase their knowledge of the world of work, work options, and education options. This will be done by providing students with opportunities for work/job/career

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Students are given the opportunity to explore different jobs, after high school options, and develop necessary soft skills that can apply to an array of jobs. Pre-ETS can occur in a group setting or one-to-one and can be offered both virtually and in person. Pre-ETS offers the flexibility students need to explore their educational and career options.

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Job exploration counseling

post-secondary education counseling

self advocacy training

Workplace readiness training

Work Based Learning Experience

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Pre-ETS is a service offered through ACCES-VR while students are still in school. The hope of this program is to allow students necessary work-based training and experience, development of soft skills and assistant students with figuring out which path they would like to follow after school.

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This website is school/disability related.

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Managing Chronic Health Conditions in Schools | Healthy Schools | CDC

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About 25% of children in the United States aged 2 to 8 years have a chronic health condition such as asthma, obesity, other physical conditions, and behavior/learning problems. Ensuring that students have the health services they need in school to manage their chronic condition is important in helpi…

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Asthma

Diabetes

Epilepsy

Food Allergies

Obesity

Oral Health

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Holding onto/dispensing medication

Monitoring condition

Advocate for student

Connect to resources for additional help

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Chronic conditions do not go away and students with chronic conditions will need assistance with these conditions in school. There are many types of chronic conditions that the school can monitor and assist with.

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This website is disability related.

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What is autism? — Project Hope Foundation

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“Autism” (or “autism spectrum disorder” also known as “ASD”) refers to a disorder currently diagnosed through symptoms, which involve difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.

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Autism is a developmental disorder that affects a person's social interactions, communication, and behavior. Autism is commonly reffered to as Autism Spectrum Disorder or ASD because it has been found that there is a wide range of Autism going from independent to non verbal and unable to live alone.

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According to the DSM-5 the following are symptoms of ASD:

Persistent social deficits

Repetitive behavior

Insistence on routine

Abnormal fixations to certain interests

Over or under reaction to sensory input

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Autism is an ever-growing spectrum. ASD is like a fingerprint and no two autistic people will ever be carbon copies of one another. People with ASD tend to hyper fixate on their interests, have very set routines, and be unable to understand certain social cues.

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This website is disability related

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What Is Down Syndrome?

Down syndrome is a condition in which a baby is born with an extra

chromosomenumber 21. The extra chromosome is associated with delays in the child's mental and physical development, as well as an increased risk for health problems.

The physical features and medical problems linked to Down syndrome can vary widely from child to child. While some kids need a lot of medical attention, others lead healthy lives.

Down syndrome, also called trisomy 21, happens by chance, can't be prevented, and isn't caused by anything a parent did or didn't do. Fortunately, the health problems can be managed well, especially when found early, and many resources are available to help kids and their families.

What Causes Down Syndrome?

A baby inherits genetic information from its parents in 46 chromosomes, typically 23 from the mother and 23 from the father. Chromosomes hold our genes, which carry the information that determine how our bodies look and work, including traits from our relatives like hair and eye color.

In most cases of Down syndrome, a child gets an extra chromosome 21 - for a total of 47 chromosomes instead of 46. Rarely, the extra chromosome 21 attaches to another chromosome. This extra genetic material causes the physical features and developmental delays in people with Down syndrome. The features are no different if the extra chromosome is by itself or attached to another one.

How Can Down Syndrome Affect Kids?

Kids with Down syndrome often have similar physical features, such as a flat facial profile, an upward slant to the eyes, small ears, and a tongue that tends to stick out.

Low muscle tone (called hypotonia) is also common in kids with Down syndrome but is less obvious as they get older. Children will reach developmental milestones, like sitting up, crawling, and walking, though typically later than other kids do. Low muscle tone may also contribute to sucking and feeding problems during early childhood, as well as gastroesophageal reflux and constipation.

At birth, babies with Down syndrome are often smaller than other newborns, and they tend to grow at a slower rate and remain shorter than their peers. Toddlers and older kids may have delays in speech and self-care skills like feeding, dressing, and using the toilet.

Down syndrome affects kids' ability to learn in different ways, and most have mild to moderate intellectual disability. Kids can and do learn, and they can develop skills throughout their lives. They just reach goals at a different pace. So it is important to remember that each child with Down syndrome will gain skills in their own time and to not compare them to their typical peers or even kids with the same condition.

Kids with Down syndrome have a wide range of abilities, and there's no way to tell at birth what they can do as they grow up.

What Medical Problems Can Happen With Down Syndrome?

Some kids with Down syndrome have no serious health problems. But others may have medical issues that need extra care. Many go to clinics that specialize in caring for people with Down syndrome. If you don't have a Down syndrome clinic in your area, your primary care doctor can help coordinate care for your child.

Almost half of all children born with Down syndrome will have a congenital heart defect. All newborns with Down syndrome should be checked for this with a specialized ultrasound for the heart ( echocardiogram).

About half of all kids also have problems with hearing and vision. Hearing loss can be related to fluid buildup in the inner ear or to structural problems of the ear itself. Vision problems commonly include strabismus (eyes do not track together), nearsightedness or farsightedness, and cataracts.

Vison and hearing problems can affect language and learning. Regular checkups by an otolaryngologist (ear, nose, and throat doctor), audiologist, and an ophthalmologist can find and manage any problems.

Children may need to see other medical specialists, depending on their needs. Medical problems that happen more often with Down syndrome include:

People with Down syndrome sometimes have an unstable upper spine (neck) and should be checked by a doctor every year or sooner if they have symptoms, such as neck pain, changes to their walking, or unexpected loss of bladder or bowel control. Some children may need neck X-rays before playing some sports or before getting anesthesia.

How Is Down Syndrome Diagnosed?

Two types of prenatal tests can look for Down syndrome in a fetus:

Screening tests estimate the chances that a fetus has Down syndrome.

Diagnostic tests can tell if the fetus does have the condition.

Screening tests are cost-effective and easy to do. But they don't give a definitive answer about whether a baby has Down syndrome. So these tests are used to help parents decide whether to have more diagnostic tests.

Diagnostic tests accurately diagnose Down syndrome and other chromosomal problems. But because this involves getting some of the baby's cells while still inside the uterus, there is a risk of miscarriage and other complications.

If you're unsure about which test, if any, is right for you, your doctor or a genetic counselor can help you sort through the pros and cons of each.

Screening tests include:

nuchal translucency testing: This test is done between weeks 11-14 of pregnancy. It uses ultrasound to measure the clear space in the folds of tissue behind a developing baby's neck. Babies with Down syndrome and other chromosomal problems tend to have fluid buildup there, making the space look larger. To calculate the odds that the baby has Down syndrome, doctors use this measurement, along with the mother's age (the risk for a baby to have Down syndrome increases with the mother's age), and the baby's gestational age.

the triple screen or quadruple screen (also called the multiple marker screen)

integrated screen: This uses results from first-trimester screening tests (with or without nuchal translucency) and blood tests with a second trimester quadruple screen to come up with the most accurate screening results.

an ultrasound

cell-free fetal DNA analysis: This test analyzes fetal DNA found in the mother's blood. It can be done in the first trimester and is more sensitive at finding trisomy 21 than standard the screening tests noted above.

Diagnostic tests include:

If the doctor suspects Down syndrome after a baby is born, a karyotype test (chromosome analysis) can confirm the diagnosis. This is typically done on a blood sample and the chromosomes are grouped by size, number, and appearance to look for differences.

How Can Parents Help?

If your child has Down syndrome, you may at first have feelings of loss, guilt, and fear of the unknown. Talking with other parents of kids with Down syndrome may help you deal with your concerns and find ways to look toward the future. Many parents find that learning as much as they can about the condition helps ease fears.

Children with Down syndrome benefit from getting early intervention services as soon as possible. Physical therapy, occupational therapy, and speech/feeding therapy can help, and early childhood educators can work with your child to encourage and boost development.

States provide early intervention services to kids with disabilities from birth to age 3. Check with a health care provider - a doctor, nurse, developmental pediatrician, or a social worker - to find resources in your area.

When kids with Down syndrome turn 3 years old, they're guaranteed educational services under the Individuals with Disabilities Education Act (IDEA). Under IDEA, local school districts must provide "a free appropriate education in the least restrictive environment" and an individualized education program (IEP) for each child.

Where to send your child to school can be a hard decision. The needs of some kids with Down syndrome are best met in a specialized program. But many kids with Down syndrome go to a typical school and enjoy the same activities as other kids their age. Being in a regular classroom (known as inclusion), when appropriate, is good for both the child with Down syndrome and the other kids.

A few kids with Down syndrome go on to college. Many transition to semi-independent living. Others continue to live at home but hold jobs and find their own success in the community.

Your school district's child study team can work with you to find what's best for your child. All decisions about your child's education should involve your input, as you are your child's best advocate.

You also can find more information and support online at:

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Down Syndrome (for Parents) - Nemours KidsHealth

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In Down syndrome, an extra chromosome causes delays in the way a child develops, mentally and physically. But many resources are available to help kids who have it and their families.

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This website is teacher related

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How Do I Become a Special Education Teacher?

The traditional path to a career in teaching special education includes the following steps:

Earn a state-approved bachelor's degree or master's degree in special education.

Complete a student teaching internship in a special education classroom. Teachers with prior experience in teaching children with disabilities will stand out from others.

Take your state's required tests for special education teachers.

Apply for your teaching license.

Start applying for special ed teaching positions.

Consider earning an additional license in special education if you're already a teacher.

Most special education teachers earn a degree in education or special education. Many universities and colleges offer special education teaching degrees at the bachelor's and master's levels. WGU offers a dual elementary education and special education bachelor's degree program, a special education-mild to moderate bachelor's degree program, and a master's degree program -terrific news if you already hold a bachelor's degree and are looking to make a career shift or gain additional teaching credentials.

Credential requirements for special ed teachers vary between public and private schools. Most jobs among both types of institutions require a focused special education degree whether at the bachelor's or master's level. Private schools require a bachelor's degree but don't always require certification. To qualify for licensure to teach in public schools, the bachelor's or master's degree usually needs to include a teacher training program approved by the state in which it is located.

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How to Become a Special Education Teacher

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Discover the skills and education you need to become a special education teacher. Learn more about the career outlook, average salary, and degree offerings.

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This website is of use to a wide variety of people

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Quickly search and find information about various accommodation options.

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This website is school/disability related.

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Working with Emotional Behavior Disorders 

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Working with Emotional Behavior Disorders 

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This website is disability/teacher related.

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Students who suffer from Emotional and Behavioral Disorders, or EBD, often find it very difficult to control their behavior and focus on their work in the classroom. EBD students also commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively.

This can be challenging for you as their teacher, especially in an inclusive classroom where only a portion of the students have EBD-but there are ways to help all students in your classroom feel welcomed and ready to learn. EBD students' behavior can be moderated by implementing a classroom management plan that is specially tailored to meet the specific needs of these students.

Here are five effective strategies you can use to help EBD kids work well in an inclusive classroom.

1. Keep class rules/activities simple and clear

Your EBD students (as well as some of your more focused students) will most likely struggle if you impose a long list of complicated rules and demands. Try to keep your classroom guidelines broad and simple-no more than 3 to 5 main rules. Let students know about them on the first day of class, and post them in the classroom as well. An example list might be:

Along with simple and clear rules, there should be simple and clear teaching activities. Using activities that don't have complicated directions allow students with EBD to follow along and interact with the rest of the class. Some activity examples are:

By including clear activities in your classroom, your students will engage and interact with the lesson plan, ensuring that they learn alongside other students.

2. Reward positive behaviors

While you will, at times, have to discipline children for improper behavior, remember that rewarding positive behavior is ultimately far more effective in the long run. Many students with Emotional and Behavioral Disorder tend to take any discipline as a personal attack, and because of this, they often learn very little from it.

Try to celebrate the successes of these students more than you reprimand or punish their mistakes. When they receive positive feedback and rewards, they start to see that there is a positive benefit to good behavior. They will then start to see you as more of an ally than an adversary, and this will in turn motivate them to want to behave and do well in your classroom.

3. Allow for mini-breaks

A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods. Instead of reprimanding these students for their lapses, build in short rest periods or mini-breaks into the school day.

Take time to periodically stop teaching and allow students to catch up if need be. Give them time to finish their assignment, and allow those who have finished to stretch, get out of their seats, and move around a bit. This will allow them to burn off any excess energy that might have built up from sitting still for a long period of time. (And it's good time for you to stretch, too!)

4. Fair treatment for all

Students with Emotional and Behavioral Disorders also often don't respond very well to situations that appear unfair to them. This can trigger a cascade of negative emotions and acting-out behavior.

To ensure that you are treating all of your students in a consistently fair manner, don't bend your established rules for any student. Enforce the expected consequences every time, with every student. Allowing exceptions opens you up to accusations of being unfair.

5. Use motivational strategies

Unfortunately, Emotional and Behavioral Disorder students tend to have had a lot of negative experiences in school. Therefore they often lack the desire or motivation to try to succeed.

To avoid disruptive or off-task behaviors, take some extra steps to motivate these students. Offer them incentives for academic successes, large and small. Celebrate their hard work, and praise their good efforts consistently. This can go a long way in giving these students the motivation to excel in your class.

While having EBD kids in your classroom can at first seem daunting, these are proven ways to help cultivate and keep a harmonious spirit of learning. More good news: many of these strategies for success can help your non-EBD students as well.

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Tips for Handling Emotional Behavior Disorder in Classrooms | Resilient Educator

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Emotional Behavior Disorder (EBD) can hinder classwork. With these tips, teachers can learn ways to help students learn at their own speed!

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Down syndrome is a genetic anomaly where a baby is born with an extra chromosome. Down Syndrome can also be known as Trisomy 21. Down syndrome is not preventable and there is no outside cause, it is simply just an additional chromosome.

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There are two different types of testing for Down Syndrome before the baby is born. Screening tests that determine the probability of the baby being born with Down Syndrome. And a diagnostic test that can conclusively tell if a baby has Down Syndrome. Screening tests are typically non-invasive such as ultrasounds and testing the mothers' blood. Diagnostic tests are more intrusive and increase the risk of complications. An example of this test would be an amniocentesis.

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Down Syndrome is an unpreventable disability caused by an extra chromosome. It can be tested for before a baby is born in various ways. Down Syndrome can put a baby at risk for a host of other medical issues such as heart defects, hearing loss and sleep apnea.

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A SPED for short is a specialized teacher who takes the generalized curriculum given to all students and adjusts it to help each student best.

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Earn a bachelor's or masters degree in special education

Take opportunities to intern in a special needs classroom

Take any requested testing and apply for a teaching license

Take any opportunity for additional training in regard to special education

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A special education teacher (SPED) requires similar requirements to general education teachers. The only difference is additional specialized training.

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Ask JAN is a website where you can type in or click on tabs regarding certain disabilities and see various accommodations that can assist.

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When you search specific disabilities this website also explains about the disability and links to various articles regarding that specific disability.

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The SOAR network offers itemized lists of accommodations that are organized by the specific limitation. This can assist families, educators, and those who have special needs in finding ways to best assist the person with living full independent lives.

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RISE is a four-year college-based program for people with disabilities who want to receive additional education in a college setting. The RISE program is based at Alfred State College and is a specialized classroom where people who are accepted can attend college classes, receive extra assistance and earn a certificate of completion.

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The RISE program lets students audit one college course per semester. The students complete the same homework within the same time frame and are encouraged to participate in the classes. The students also participate in work-based training where they learn pertinent soft and hard skills.

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The RISE program gives a unique opportunity to people with disabilities who wish to experience college and gain additional knowledge beyond high school. Students go on field trips, attend classes, work closely with teachers to receive any additional help, and learn transferrable skills.

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What is an Emotional Behavior Disorder? 

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What is an Emotional Behavior Disorder? 

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An emotional behavior disorder (EBD) is when a person is unable to or finds it difficult to control their emotions. A person with an EBD typically lacks impulse control and finds it hard to concentrate on schoolwork.

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How to assist in an inclusive classroom? 

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How to assist in an inclusive classroom? 

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Keep classroom activities and rules clear and simple. (I.E., be kind to others, arrive to class on time, no swear words)

Reward the behavior you want to see. (I.E. verbal praise, sticker charts, visual praise)

Keep the same expectations for all students. Do not give special treatment to one student over another.

Allow for periodic breaks. Breaking up lessons by giving a chance to stand or walk assists all students by giving them a set time to not focus on work allowing more focus to be given to classwork.