# data[].attributes.body
Assistive Technology For ADHD

Assistive technology is any software program, device, or digital resource that could assit a student learner with ADHD. It may increase their academic performace and confidence if they’re struggling with reading, writing, or math. Here are some types of assistive technology and how they may improving learning aqusition.

Reading Audiobooks. If student has trouble with focusing and/or grasping the reading comprehension, they might benefit from auditory reading. You can find audiobook services online.  You will need a computer, tablet, or smartphone to play these recordings, and headphones for quiet listening. If your child has a hard time sitting still to read a book, an audiobook could allow them to move within the working classroom; regulating anxiousness while learning.

Text to speech. These programs let your child turn text on their computer, tablet, or phone screens into audio they can listen to. They may be able speed up or slow down the audio, too. Listening to text while reading along with it may boost your child’s word recognition, help them pay attention longer, and help them comprehend words better. Your personal devices may have text-to-speech software built into it. If not, downloadable apps, web-based tools, and software programs are available.

Optical character recognition (OCR). This type of text-to-screen hardware and software lets you transfer images of text -- from things like books, worksheets, or even objects like street signs -- onto a screen and hear audio of it. In general, you use your camera or a scanner to capture an image of the text, and then you upload it into a device like a computer or tablet. (A handheld OCR device called a “scanner pen” lets you scan materials portably.) Some computers, tablets, and phones have OCR software programs built in, so check your personal devices to see if any are included.

Assistive Technology for Writing

Word-prediction software. This type of tool for word processors guesses the word your child is trying to type. It may help them grow their vocabulary and write grammatically correct sentences that stay on topic.

Portable word processors. If your child has trouble taking notes or writing out assignments by hand during classes, they may have an easier time typing on these small, computer-like devices. Some portable word processors come with built-in text-to-speech and word prediction software, too.

Speech recognition software. Your child speaks into a computer or tablet’s microphone, and their words show up on the screen. This can save them time and help them express themselves more easily if they’re struggling to write by hand. You can check your computer to see if it has speech recognition software built in.

Assistive Technology for Math

Talking calculator. It works like a normal calculator, only it speaks the numbers and symbols on the buttons your child presses, as well as the answer they get. It could help them process the digits they see in a math problem more easily and give them confidence that they’re pushing the correct calculator keys as they solve the problem. They’ll still need to write their answer down on paper (or enter it into a class computer) when they’re done.

Electronic math worksheet. This is a type of computer software that lets your child work out math problems on a computer screen. It could help them organize numbers as they solve the problem, and it can read the numbers aloud to them.

Reminder Devices

These gadgets gently remind your child to refocus on an assignment or task in case their attention drifts. One example is a vibrating watch. You can program it to vibrate as often as you want. The quietness of it might keep your child from feeling self-conscious, and your child’s teacher might not have to remind them to get back to work as often.

# data[].attributes.headline
Module 24 Unit 3: Assistive Technology for ASD 

# data[].attributes.subject
Module 24 Unit 3: Assistive Technology for ASD 

# data[].attributes.body
Milo the Robot
There are some students with ASD that have difficulties with their communication, social/emotional, and behavioral skills. They do not understand the society's "norm" of such skills which causes misunderstanding, frustration, stress and anxiety among the students with ASD.

- Milo the robots provides an educational opportunity for such students with these issues
- Milo uses various facial cues and verbal prompts to teach kids the different types of emotions we all have.
- He also teaches them empathy
- Provides engagement to students with ASD who do not like to interact with their peers or teacher. This is a great substitute for them to learn social and emotional communication.

Augmented Reality
Utilizing augmented reality has become an option to help students with ASD improve their communication, social, cognitive and behavioral skill.

"It allows individuals with ASD to be treated in more ecological and realistic environments that may be manipulated and adapted to the specific and heterogeneous characteristics that children and adolescents with ASD exhibit" (Berenguer, 2020)

Reference

Berenguer, Carmen. "Exploring the Impact of Augmented Reality in Children and Adolescents with Autism Spectrum
Disorder: A Systematic Review". International Journal of Environmental Research and Public Health. 2020. file:///Users/songfeechoa/Downloads/ijerph-17-06143.pdf

Fleming, Nora. "Can A Robot Help Autistic Children Connect?" Edutopia. 2019. https://www.edutopia.org/article/can-robot-help-autistic-children-connect

# data[].attributes.attachment_link.title
Empowered Brain: The World's 1st Augmented Reality System for Autism and ADHD

# data[].attributes.body
Dyslexia is a  learning disorder characterized by difficulties with accurate and fluent word recognition, spelling, and reading decoding skills. It impacts the way the brain processes written and spoken language, leading to challenges in reading and writing. Remember, dyslexia is not related to intelligence or knowledge.

There are various forms of technology available to assist students with dyslexia, here are that were most relevant to my area of study (K/Pre-K)

1. Epic! is a reading app designed for all children that has a massive library of digital books. Epic! is not specifically designed for children with dyslexia but it can provide several ways to support kids with dyslexia.

Audiobooks: Children with dyslexia often struggle with decoding and reading fluency so listening to audiobooks can enhance reading comprehension and allow students to engage with age-appropriate stories. Hearing the text read aloud can also improve their understanding of sentence structure, vocabulary, and intonation.

Visual Support: Epic! also offers visual and interactive features. The app includes illustrations, animations, and interactive games within the digital books. These visual supports can enhance understanding, engagement, and retention of information for children with dyslexia.

Read-to-Me Mode: Epic! has a "Read-to-Me" mode that highlights the text as it is narrated. It can be a very effective in supporting decoding. This feature can assist children with dyslexia in following along with the text while listening to the story, reinforcing the connection between spoken and written word

2. Dyslexia-Friendly Fonts
Specific fonts, such as OpenDyslexic and Dyslexie, are designed to enhance readability for individuals with dyslexia. These fonts incorporate features like weighted bottoms, larger letter spacing, and unique letter shapes, making it easier for individuals with dyslexia to differentiate between letters and improve reading fluency.  These fonts can be used in your printed materials too!

If you don't have access to these fonts remember this:

– Use Sans serif, roman and monospaced fonts are preferred and are widely available.

-Avoid italic fonts.

-Adjusting formatting, such as increasing line spacing and using clear headings.

Sources:
University of Michigan Dyslexia Help. (n.d.). Dyslexia Help. University of Michigan. Retrieved from https://dyslexiahelp.umich.edu/

# data[].attributes.body
Two Ways Tech Can Be Used for Depression (Likened to a Disability) in the Classroom

Depression can have a significant impact on learning in the classroom. Some ways it can affect learning include:

1. Difficulty paying attention and concentrating: Depression can make it hard for students to focus in class, leading to difficulty following along with lessons or completing assignments.

2. Lack of motivation: Students with depression may feel unmotivated and find it hard to engage with their schoolwork, resulting in poor performance and falling behind academically.

3. Social withdrawal: Depression can lead to social isolation and avoidance, making it difficult for students to participate in group activities or interact with teachers and peers.

I would like to introduce two ways in which we can mitigate these effects of depression in the classroom by using technology in the classroom: virtual reality therapy and emotional analytics software. Both of these innovative techs can help mitigate the effects of depression by providing personalized support and intervention.  I should also point out that these new technologies can be highly controversial, especially emotional analytics software.  I want to provide an outline here merely as a starting point for discussion and consideration.

Virtual Reality Therapy (VRT): VRT is an innovative technology that creates a simulated environment to help individuals overcome mental health challenges such as depression or anxiety. Through virtual reality therapy, students may enter a virtual world that is tailored towards their specific needs and goals, allowing them to engage in therapeutic activities such as exposure therapy or cognitive-behavioral therapy.  More specifically, virtual reality therapy may provide a safe and controlled environment where students can practice coping strategies and build emotional intelligence, without the fear of being judged by their classmates. In this way, VR therapy can help improve mood, enhance focus and concentration, and increase motivation to learn, especially in the case of those suffering from depression.

Virtual Reality Therapy Scenario:

A student, Sam, is struggling with depression and underlying anxiety due to a traumatic experience he had over the summer break. I, the teacher, and therapist work together in using virtual reality technology to simulate exposure therapy (VRET virtual reality exposure therapy), which takes him through different simulations that gradually desensitize him to the relevant trauma. Through this therapy, he gradually confronts his fears and learns/adopts coping mechanisms in a safe and controlled environment. In the end, Sam overcomes his depression and his performance in the class significantly increases.

Emotional Analytics Software: Emotional analytics software is a new and novel technology that provides real-time insights into students' emotional states by analyzing their facial expressions, voice tone, and other physiological cues. This technology can be used to monitor students who may be at risk of depression or other mental health disorders and provide early interventions. That is, if a student displays negative emotions or of stress, the software can alert teachers or school counselors of a possible need to intervene and provide support in real time or at the teachers convenience. By identifying and addressing issues early, emotional analytics software can prevent depression from worsening and help students build healthy coping mechanisms to manage stress.  I imagine this as a kind SEL exit and enter ticket process within my own classroom.

Emotional Analytics Software Scenario:

The emotional analytics software identifies Samantha, a newer student, as being at higher risk of developing depression based on her recent drop in grades, lack of participation in class, and isolated behavior during break times. The tool notifies myself via an audio report, and I then reach out to Sarah for some one-on-one mentoring during recess before her issue worsens, and consequently, I accomplish early intervention.

References

Kaye, K. (2021, February 3). Emotion AI comes to school with Intel EduTech. Protocol. Retrieved from https://www.protocol.com/enterprise/emotion-ai-school-intel-edutech

Laurence, E. (2021, August 18). Virtual reality therapy. Forbes. Retrieved from https://www.forbes.com/health/mind/virtual-reality-therapy/

# data[].attributes.attachment_link.title
Could virtual reality help treat anxiety? - BBC News

# data[].attributes.body
Assistive technology for the visually impaired

Below, I will introduce some of the assistive technologies which could help students with visual impairments in the classroom. As there is a spectrum of visual impairments I will focus specifically on students with low vision.

Screen Magnification Software

Screen magnification software allows students with low vision to enlarge and enhance what is being displayed on a screen. This can help students with low vision navigate digital tools, view images and read digital text. These software programs can be customised to an individual user’s preferences and visual needs.

As well as magnifying visual elements of a screen these softwares can enhance and adjust colours and contrast settings to make the display easier to see for an individual’s needs and reduce strain on their eyes.

To help students locate and follow content on the screen, software often includes features such as mouse tracking, focus highlighting, and cursor enhancements.

Examples of this software are SuperNova and Zoom Text.

Optical Character Recognition (OCR) Systems

OCR systems convert printed text into digital text that can be read aloud by text-to-speech software or displayed on a computer screen. These systems are especially beneficial for students with low vision who struggle to read printed materials. OCR technology allows students with visual impairments to access printed materials such as texts, handouts and worksheets provided in class.

Examples of OCR software and devices include ClaroRead, and portable OCR scanners like the IrisPen.

References

Barker, A. (n.d.). Screen magnification. AbilityNet. https://abilitynet.org.uk/factsheets/screen-magnification

Optical Character Recognition Systems. The American Foundation for the Blind. (n.d.). https://www.afb.org/node/16207/optical-character-recognition-systems#:~:text=There%20are%20three%20essential%20elements,text’s%20characters%20and%20page%20layout.

# data[].attributes.body
Epilepsy is a neurological disorder characterized by recurrent seizures caused by abnormal electrical activity in the brain. Seizures can come in different ways, including convulsions, loss of consciousness, altered behavior, and sensory disturbances. Epilepsy affects individuals differently, and the frequency and severity of seizures can vary.

Symptoms:
Symptoms include:

Seizures: The main symptom of epilepsy is seizures. These can range from mild to severe and may involve convulsions, temporary confusion, staring spells, muscle twitching, or loss of consciousness.

Aura: Some individuals experience warning signs called auras before a seizure, which can include tingling sensations, strange smells, visual disturbances, or emotional changes.

Postictal Phase: After a seizure, students may experience a recovery period known as the postictal phase, characterized by confusion, fatigue, headache, or muscle soreness.

Impact on the Student:
Epilepsy may have the following impacts on students:

Disruption of Learning: Seizures can interrupt classroom activities, leading to missed classroom time, incomplete assignments, or difficulty in maintaining focus.

Emotional and Social Challenges: Students with epilepsy may experience anxiety, stress, and a fear of having seizures in public. This can lead to social isolation and low self-esteem.

Fatigue and Cognitive Functioning: Seizures and medication side effects can cause fatigue, memory difficulties, and reduced cognitive performance, making it hard for students to sustain academic progress.

Impact on Peers:
The impact on other students may include:

Emotional Impact: Witnessing a peer having a seizure can be distressing or unsettling for classmates, causing feelings of fear, confusion, or helplessness.

Lack of Understanding: Peers may have limited knowledge about epilepsy and may require education and support to better understand and empathize with their classmate's experiences.

Strategies and Accommodations for Teachers:
To effectively support students with epilepsy, teachers can use the following strategies:

Educate the Class: Conduct a classroom discussion or presentation on epilepsy to raise awareness and reduce stigma. Encourage open dialogue, answer questions, and foster empathy among peers. Ask if the student who has the diagnosis if they would like to add input or lead the discussion.

Individualized Education Plan (IEP): Collaborate with the student, parents, and the school's special education team to develop an IEP that outlines specific accommodations and support services. This may include additional time for assignments, preferential seating, or access to assistive technology.

Seizure Action Plan: Have and review a seizure action plan from the student's healthcare provider. Make sure you know the student's seizure triggers, symptoms, and appropriate responses, and share this information with relevant school staff.

Flexible Instruction and Assessment: Provide flexibility in assignments and assessments to accommodate potential disruptions caused by seizures. Allow for make-up work, extended deadlines, or alternative assessment formats when needed.

Safe Environment: Ensure the classroom is free from hazards that could increase seizure risks, such as sharp objects or strobe lights. Keep clear paths and make routines for responding to seizures to support the safety of the student and their peers.

Sources:
Epilepsy Foundation. (n.d.). What is Epilepsy? Retrieved from https://www.epilepsy.com/learn/about-epilepsy-basics/what-epilepsy

Centers for Disease Control and Prevention. (2022). Epilepsy in the Classroom. Retrieved from https://www.cdc.gov/healthyschools/npao/epilepsy.htm

AboutKidsHealth. (n.d.). Epilepsy in the Classroom. Retrieved from https://www.aboutkidshealth.ca/Article?contentid=2116&language=English&hub=learning

# data[].attributes.headline
Module 23 Unit 4 Activity 1: Understanding ADHD and Low Incidence Disabilities (Cerebral Palsy)

# data[].attributes.subject
Module 23 Unit 4 Activity 1: Understanding ADHD and Low Incidence Disabilities (Cerebral Palsy)

# data[].attributes.body
What is cerebral palsy?

Cerebral palsy (CP) is a group of disorders that affect a person’s ability to control movement and maintain balance and posture due to the abnormal development of the brain or damage to the developing brain (CDC). The term cerebral refers to the brain; palsy refers to the loss or impairment of motor function.

Symptoms:

Lack of muscle coordination when performing voluntary movements (ataxia)

Stiff or tight muscles and exaggerated reflexes (spasticity)

Weakness in one or more arm or leg

Walking on the toes, a crouched gait, or a “scissored” gait

Variations in muscle tone, either too stiff or too floppy

Shaking (tremor) or random involuntary movements

Delays in reaching motor skill milestones

Difficulty with precise movements such as writing or buttoning a shirt

(Mayo Clinic)

Other symptoms: intellectual disability, seizures, vision impairments, vision impairment, hearing impairment, speech disabilities, changes in spine, joint issues.

Types of cerebral palsy:

1. Spastic Cerebral Palsy

Most common

Have stiff muscle and awkward movements

Spastic hemiplegia/hemiparesis is usually usually affects one side arm and side of body. Their affected arms and hand are generally smaller and thinner. They tend to walk later and tip toe due to muscle stiffness. They also speak later, but their intellect is normal.

Spastic diplegia/diparesis affects mainly the legs. Tendon reflexes in the legs are hyperactive. There can be certain tightness in leg muscles which makes the legs move like arms of scissors. Children might use braces or walkers. Their intelligence is normal.

Spastic quadriplegia/quadriparesis is most severe form of CP. severe stiffness and neck floppiness. They are rarely able to walk. Speaking is quite difficult and they have frequent seizures.

2. Dyskinetic cerebral palsy.

Slow and uncontrollable jerky movements of hands, feet, arms or legs.

Some people might drool or grimace due to their muscle movement being affected.

They have difficulties walking and sitting straight.

3. Ataxic cerebral palsy

Affects balance and depth perception

Children will have poor coordination and walk unsteadily with a wide-based gait

They will have hard time with precise movements

How the disability impacts the student and how it impacts their peers

Close to 30 to 50% of children with CP have cognitive impairments. The ones with such disabilities can have various impacts on their learning. Attention span, comprehension, decision making, difficulty processing emotions/feelings, language skills, learning, memory, problem solving, recognition, and speech proficiency are some examples. With such disabilities, there must be accommodations and modifications to the lesson plan to ensure they comprehend and retain the contents. Moreover, many students with CP can also have anxiety, ADHD, EBD, depression, sleep disturbances, and psychological disorders which can disrupt their learning. Some children with CP might only have physical disabilities. Such impairments will restrict them in their participation in class activities where movement is involved. Moreover, some might have extreme difficulties writing and reading to the restricted arm and hand muscle movements.  The stiffness or inability to control their facial muscles will cause speech delays or disability with some children with CP. Due to this it will be hard for them to participate in speaking activities or small group activities where they need to participate with their peers because they are not able to communicate with them properly. Oral presentations will also be difficult or not feasible due to CP.

Strategies and accommodations the teacher can employ to meet the needs of the student the given disability

1. Allow for specific seating arrangements to accommodate for the certain type of CP they have. Some might use walkers, braces or wheelchairs which might need more space to walk and move and they might need special desks to accommodate their assistive technology.

2. Provide ample time for the students to finish their work because some might have cognitive delays/impairments that have lower processing skill or comprehension skill or any other impairments that might hinder the fluency,  comprehension and completion of tasks.

3. Some students with CP might need aid to accompany them throughout the day or throughout particular periods. The aid can help them with the movements by assisting them to other classes or other rooms for other subjects or school functions. They can also assist them in setting up their work area or assistive technology to complete tasks.

4. Provide any assistive technology for the students with CP. Some might need writing technology to help hold pencils, or tablet to be able to touch instead of writing, IT programs where they do not have to speak but use their eye movements to complete tasks, smart board that can accommodate their physical limitations, and or communication boards to help communicate their daily needs with the teacher and peers.

5. Record any lessons so the student can bring it home to rewatch if they have cognitive impairments that weakens their memory or processing skill.

6. Pre made notes can also be beneficial for students with CP who also have cognitive disabilities.

7. Breaking down assignments into simple step by step processes might help them complete tasks.

8. Some of the methods they use to help children remember lessons include audio playbacks, prompt cards that feature objects and keywords, and notes to remind children of what they have learned.

References

Center for Disease Control and Prevention. What is Cerebral Palsy? https://www.cdc.gov/ncbddd/cp/facts.html#print

My Child at Cerebral Palsy.org, Cognitive Impairments. https://www.cerebralpalsy.org/information/cognition

National Institute of Neurological Disorders and Stroke, Cerebral Palsy. https://www.ninds.nih.gov/health-information/disorders/cerebral-palsy

# data[].attributes.body
Definition:

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects both children and adults. ADHD is characterized by a persistent pattern of inattention, hyperactivity, impulsivity, or a combination of these symptoms that interfere with learning and social interactions.

List of symptoms:

In general, symptoms of ADHD include issues such as difficulty paying attention, forgetfulness, inability to follow through on tasks, procrastination, restlessness, fidgeting, interrupting others, time management, organization, and emotional regulation. However, I’d like to break the symptoms down into a format that is more teacher-friendly.

Minor Symptoms:

Difficulty in following instructions

Being easily distracted by everyday noises or events

Fidgeting or squirming while seated

Forgetting things like school supplies or assignments

Less minor symptoms:

Constantly interrupting others or blurting out answers

Difficulty in organizing tasks and activities

Struggling to sustain focus on tasks that are tedious or time-consuming

Becoming easily bored or restless

Symptoms that emerge as struggles in the classroom:

Difficulty in finishing homework or classwork

Disruptive behavior during classroom activities and discussions

Impulsiveness, leading to making hasty decisions without thinking them through

Difficulty in controlling emotions, often leading to outbursts or tantrums in the classroom

Symptoms That Interfere with Academic Performance:

Inability to meet deadlines for assignments or projects

Poor organizational skills leading to missed material or test dates

Inattentiveness or lack of focus during lectures or other educational activities

Difficulty in absorbing and retaining new information

Symptoms That Interfere with Social Interactions with Peers:

Interrupting conversations or speaking before others have finished

Struggling to follow the social rules and norms of the classroom or playground

Difficulty in understanding and empathizing with the feelings and perspectives of others

Tendency to take over group activities or monopolize shared resources

How the disability impacts peers:

It is important to note that the impact of ADHD on students can vary greatly depending on the severity of their symptoms, and the individual themselves (considering aspects such as personality). Regardless, such individuals may struggle with social interactions and have difficulty regulating their emotions, which in turn, may result in disruptive behavior. Of course, often enough, peers feel frustrated or annoyed with such a student’s interruptions or impulsive behavior.

In my personal experience, it is interruptions which often impact peers in my classroom.  I often employ group, pair work, or seating which puts the students within close proximity of each other.  The focus which the teacher often requires is hard to become, and peers are sensitive to anything which interferes with it.

Strategies and accommodations the teacher can employ:

To support students with ADHD, teachers can employ a wide range of strategies and accommodations. In my personal opinion, it is most useful for the teacher to work with the student and/or their parents to create an individualized education plan (IEP) that outlines specific accommodations and support needed to meet the student’s needs, and for the teacher to be proactive and flexible in working with and around that IEP.  However, I have broken this up into three categories I think will be useful for teachers: classroom strategies, modifications to the learning environment, and accommodations.

Classroom Strategies:

Establish routines and predictability in the classroom.

Simplify instruction and directions.

Use visual aids to supplement verbal instructions.

Use hands-on activities whenever possible.

Break tasks into smaller steps.

Encourage physical activity breaks.

Provide positive reinforcement and immediate feedback.

Use a behavior contract or point system

Modifications to the Learning Environment:

Reduce distractions in the classroom.

Ensure appropriate classroom seating.

Utilize noise-cancelling headphones or other tools to help with sensory issues.

Create a designated study area with minimal distractions.

Provide a quiet space for taking tests or working independently.

Use overlays to reduce visual stress.

Accommodations:

Allow extra time for assignments and tests.

Offer alternative assignments or assessments.

Provide written directions in addition to oral instructions.

Allow movement breaks during long periods of sitting.

Use a fidget toy or stress ball as a calming tool.

Consider assistive technology such as text-to-speech software.

Develop an individualized education plan (IEP) or 504 plan to address specific needs.

Sources:

Centers for Disease Control and Prevention. (2020). Managing ADHD in the classroom: Resources for teachers. https://www.cdc.gov/ncbddd/adhd/school-success.html

National Institute of Mental Health. (2018). Attention deficit hyperactivity disorder. https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

Understood.org. (2021). Classroom accommodations for ADHD. https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

# data[].attributes.headline
Module 23 Unit 4 Activity 1: Understanding ADD/ADHD and Autism Spectrum Disorder;  Low Incidence Disabilities

# data[].attributes.subject
Module 23 Unit 4 Activity 1: Understanding ADD/ADHD and Autism Spectrum Disorder;  Low Incidence Disabilities

# data[].attributes.body
Autism Spectrum Disorder is a neurological that typically shows signs before the age of 3 which presents challenges, issues and/or concerns in the development of social and communication skills.

Communication Skills:
*  Delayed speech and language skills; repeating words and/or phrases (echolalia).
*  Student will give answers to questions that are totally unrelated and can be oberserved speaking in a flat "robot-like" voice.

Behavioral Related to ASD:
*  Lines up toys and/or other objects, plays toys over and over in the same manner; obsessive interests.
*  Does not often like to play with other children/students.
*  Often unusually highly organized; structure oriented.
*  Can become angry over simple changes in routine(s).
*  Flaps hands, rocks body, and/or spins in circles; sensory overload.

Social Skills:
*  Does not respond directly by name by 12 months; avoids eye contact.
*  Makes unusual facial expressions; struggles with personal space boundaries.
*  Can be inconsolable when overly stressed or upset.

Children with autism oftern have developmental delays in one or more vital life action areas ( though not every student who experiences a delay in their development has autism).

Significant Developmental Delays
Challenging student in 2 or more of 5 main life actions:

Gross Motor Skills:

Unable to move around with ease; apparent lack of coordination.

Cognitive Activity:

Challenged with processing information

Difficulty copying others actions

Struggles to problem solve even when playing or doing basic activities.

Communication Activity:

Inability to listen, nor understand basic language and/or information.

Struggles to form words/sentences; coherently express themselves.

Emotional Activity:

Struggles to express basic emotions

Inability to interact socially with others

Lack of friends and connectedness with family

Adaptive Activity:

Challenged to care for self; self-reliance

Inability to execute basic tasks like hygiene, dressing, toileting.

ASD Useful Strategies: Modifications and Accomodations

Individualized Learning

Demonstration and modeling of necessary skills

Provide visual schedules and/or expectations

Modify assignments and/or number of tasks to complete

Provide extra time; accomodating motor skills deficits

Peer and/or paraprofessional support

Modify modality of student response(s)

Create quite area in learning environment

Provide sensory materials; bean bag or stress ball

# data[].attributes.attachment_link.title
Autism Spectrum Disorder: 10 things you should know

# data[].attributes.attachment_caption
Sometimes students with ASD can become easy targets, to prevent this it is all about peer awareness of the ASD and other disabilities.

# data[].attributes.body
Research on peers awareness and understanding of others peers with ASD is fairly limited.  Looking at peers attitude and relations with other students with disabilities in general does make for a good place to start.

Firstly,  younger children appear to be the most accepting of disability (Nikolaraizi et al., 2005), but there is otherwise no obvious age-related trend (Nowicki & Sandieson, 2002).

Secondly, social contact moderates attitudes. For example, children who attend inclusive schools hold more positive attitudes towards disability than children attending non-inclusive schools (Nowicki & Sandieson, 2002).

Thirdly, girls appear to be more accepting of disability than boys, although this is moderated by the gender of the attitudinal target (Nowicki & Sandieson, 2002).

Finally, in terms of awareness, children typically show greater understanding of sensory and physical disabilities than those that are considered to be ‘hidden’ (i.e. there are no obvious physical signs) (Magiati, Dockrell, & Logotheti, 2002).

There is sufficent evidence to suggest that students with ASD have less interactions and challenges with connecting with other peers.  The lack of understanding among peers and educators about ASD create what Milton (2012) calls "doube empathy problem."  This twofold process has a strong tendency to alientate ASD students from vital social interactions and/or support.  There is no doubt that ASD students have a stronger tendency to be bullied and victimized by their peers.

How Do Educators Best Support Student Interactions In The Learning Environment?

Ensure appropriate sessions are available at social times.

Use social stories to help young people understand social situations.

Use lego therapy to help with social interaction and communication.

Use comic strip conversations to help develop social understanding.

Use talking mats for help with expression and feelings.

Use animal interventions to build relationships and enhance motor skills.

References

The optimus blog. Autism and peer relationships | Optimus Education Blog. (n.d.-a). https://blog.optimus-education.com/autism-and-peer-relationships

Nikolaraizi, M., Kumar, P., Favazza, P., Sideridis, G., Koulousiou, D., & Riall, A. (2005) A cross-cultural examination of typically developing children’s attitudes toward individuals with special needs. International Journal of Disability, Development and Education, 52, 1.

Nowicki, E. A., & Sandieson, R. (2002) A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development and Education, 49, 243–265.

Magiati, I., Dockrell, J. E., & Logotheti, A.-E. (2002) Young children’s understanding of disabilities: the influence of development, context, and cognition. Journal of Applied Developmental Psychology, 23, 409–430.

# data[].attributes.body
https://www.youtube.com/watch?v=irqcnMk4flE

# data[].attributes.body
https://news.yale.edu/2017/02/27/genetic-risk-autism-spectrum-disorder-linked-evolutionary-brain-benefit

# data[].attributes.attachment_link.readable_text
Genetic variants linked to autism spectrum disorders (ASD) may have been positively selected during human evolution because they also contribute to enhanced cognition.

Genetic variants linked to autism spectrum disorders (ASD) may have been positively selected during human evolution because they also contribute to enhanced cognition, a new Yale study suggests.

A study based on a genome-wide association study of ASD conducted by the Psychiatric Genomics Consortium and information regarding evolutionary gene selection showed that inherited variants linked to ASD were found under positive selection in larger numbers than would have been expected by chance.

The final version of the paper was published Feb. 27 in the journal PLOS Genetics.

Variants that have a large negative impact on reproductive success are generally eliminated from the population quickly. However, common variants that occur with high frequency but small effect can cumulatively have big impacts on complex inherited traits - both positive and negative. If variants provide a better chance of survival, they are positively selected, or tend to stay in the genome through generations.

"In this case, we found a strong positive signal that, along with autism spectrum disorder, these variants are also associated with intellectual achievement," said Renato Polimanti, associate research scientist at Yale School of Medicine and VA Connecticut Health Center in West Haven, and first author of the paper.

For instance, many of the positively selected variants associated with ASD identified by the researchers were enriched for molecular functions related to creation of new neurons.

"It might be difficult to imagine why the large number of gene variants that together give rise to traits like ASD are retained in human populations - why aren't they just eliminated by evolution?" said Joel Gelernter, the Foundations Fund Professor of Psychiatry, professor of genetics and of neuroscience, and co-author. "The idea is that during evolution these variants that have positive effects on cognitive function were selected, but at a cost - in this case an increased risk of autism spectrum disorders."

The work was funded by National Institutes of Health grants and a NARSAD Young Investigator Award from the Brain & Behavior Research Foundation.

# data[].attributes.attachment_link.title
Genetic risk of autism spectrum disorder linked to evolutionary brain benefit

# data[].attributes.attachment_link.description
Genetic variants linked to autism spectrum disorders (ASD) may have been positively selected during human evolution because they also contribute to enhanced cognition. Genetic variants linked to autism spectrum disorders (ASD) may have been positively selected during human evolution because they also contribute to enhanced cognition, a new Yale study suggests.

# data[].attributes.headline
Module 23 Unit 2 Activity 2:  Collaboration between General Education Teachers:  Co-Teaching/Communications and Collaboration

# data[].attributes.subject
Module 23 Unit 2 Activity 2:  Collaboration between General Education Teachers:  Co-Teaching/Communications and Collaboration

# data[].attributes.body
Co-teaching is an incluside and holstic approach to educational instruction; two teachers educating in the same working classroom (usually a general education teacher and a special education teacher).  They work together to plan cirriculum, and eventually partner to deliver academic content for a class that includes students with disabilities.

Co-teaching can benefit not only the students with disabilities, but all students who struggle, or who have challenges misunderstanding assignments or directions. Co-teaching is ideal for specifically designed instruction to students with disabilities in the least-restrictive environment.

# data[].attributes.body
I believe the following scenario provides an apt view of excellent collaboration between general education teachers and special education teachers with assistive technology by providing less than excellent examples along with an excellent example in allowing us to compare and contrast between them.

Assistive technology - bad collaboration

Mr. Hal is a general education teacher who has a student in his class with a learning disability that affects his reading comprehension. The special education teacher, Ms. Halsy, provides the student with a tablet that has text-to-speech software installed on it for use during reading assignments. However, Mr. Hal does not understand how to use the software and doesn’t make any effort to learn. Furthermore, he often doesn’t have a proper place to charge or store it.  As a result, the student struggles to access the technology and falls behind in his reading, and the tablet gains a crack in the screen to which Mr. Hal can’t discover the cause.

Mediocre Collaboration:

Mr. Hal and Ms. Halsy have discussed the student’s need for assistive technology, but they only communicate occasionally about its use. Ms. Halsy provides Mr. Hal with instructions on how to use the software, but as a general education teacher he still struggles to implement it effectively. Despite some improvement in the student’s reading skills, there are still gaps in his understanding due to inconsistent use of the technology.

Excellent Collaboration:

Ms. Halsy and Mr. Hal work closely together to ensure that the student has the appropriate assistive technology to support his learning needs. At the beginning of the school year, they meet to discuss the student’s Individualized Education Plan (IEP) and identify the specific tools and software needed to help him succeed. Ms. Halsy provides detailed training sessions to Mr. Hal on how to use the software and assists him in setting up the necessary accommodations in the classroom. They also have regular check-ins to evaluate the effectiveness of the assistive technology and make any needed adjustments. As a result, the student is able to fully engage in reading assignments, and his reading comprehension and grades significantly improve throughout the year.

# data[].attributes.headline
Module 23 Unit 4 Activity 1: Understanding ADHD and Low Incidence Disabilities (Traumatic Brain Injury)

# data[].attributes.subject
Module 23 Unit 4 Activity 1: Understanding ADHD and Low Incidence Disabilities (Traumatic Brain Injury)

# data[].attributes.body
Traumatic Brain Injury

Traumatic Brain Injury (TBI) is a low incidence disability resulting from trauma to the head. TBI is considered to be specifically resulting from an external physical force, this distinction is to differentiate TBI from other brain injuries for example resulting from congenital or degenerative illnesses. Some examples of how a child might sustain a TBI is from a traffic accident, a fall, a sports injury or abuse. TBI is a hidden disability, meaning that after the head trauma occurs a child may look the same, however their brains have sustained damage and they may not be able to function in the way they did before their injury. This could take the form of partial functional disability or psycho-social impairment. These impairments could adversely affect a student’s academic performance and may result in the need for special education and related services.

Symptoms of TBI

It is important to remember that no two brain injuries are completely alike and an individual suffering from a TBI can have different impairments depending on which parts of the brain have been damaged.

Someone suffering from TBI could have difficulty with the following:

Cognition

speech/language

Memory

Attention

Reasoning

Abstract thinking

Judgment

Problem solving

Perception

Social skills

Behavior

Processing information

Physical functions

Impact of TBI on student suffering from TBI and their peers

A student suffering from a TBI can have difficulty with any of the areas listed above. This can affect their ability academically, socially and physically.

Cognitive and academic functioning. A student with a TBI may have problems with attention, memory and executive functioning. This can have a detrimental effect on their ability to learn, concentrate and complete tasks in class.

Behavioral and social functioning. TBI can lead to changes in personality, emotional regulation and social skills. This can dramatically affect their ability to socialize with their peers. This can lead to social isolation and difficulties making and maintaining friendships.

Physical functioning. Some TBIs can lead to physical impairments relating to movement, balance and coordination. In turn this can result in students not being able to participate in certain activities which can further distance and isolate them from their peers.

Impact on peers. Students who witness their peers TBI or the results of that TBI may themselves experience psychological effects such as PTSD, depression and anxiety as they struggle with feelings of guilt, helplessness and concern for their friend. If the student suffering from a TBI is exhibiting behavioral/emotional functioning issues this can have an effect on the other students in the class. The student may be disruptive, have episodes of anger or blurt things out. For this reason it is important that students with a TBI are supported academically and socially. Peers should also be educated about TBI to help them understand and cope with the effects.

If a teacher has a student with a TBI in their classroom, there are multiple strategies and accommodations that they might employ. Again, it is important to remember that no TBI is the same and each individual’s needs must be addressed according to their specific needs. With that in mind a teacher may consider any of the following:

Clear and concise instruction

The use of visual aids to supplement verbal instructions

Breaking down complex tasks into more manageable steps (chunking)

Providing the student with a checklist to help them keep track of their progress in a task

Providing written and or visual summaries of lessons to review key concepts

Multisensory approaches

Establish consistent routines and procedures in the classroom

Provide visual schedules/timetables

Color coded organizers to help

Explicitly teach note taking strategies

Minimize distractions such as clutter, noises, lighting

Provide a designated quiet space in the classroom

Allow student to seat near to the teacher in a spot with fewer distractions

Allow breaks for movement/ brain breaks

Assistive technology may be useful depending on specific needs: speech to text, text to speech, calculators,

Encourage self advocacy skills

SEL lessons to help provide all students with a tool kit for dealing with difficult emotions

References:

Bowen, J. M. (2018, August 15). Classroom interventions for students with traumatic brain injuries. BrainLine. https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries

Kuehl, C. (n.d.-b). Low incidence disabilities / traumatic brain injury. Low Incidence Disabilities / Traumatic Brain Injury. https://www.swwc.org/site/Default.aspx?PageID=898#:~:text=TBI%20is%20a%20low%20incidence,for%20special%20education%20and%20related

# data[].attributes.headline
Module 23 Unit 2 Activity 2: Collaboration between General Education and Special Education Teachers: Designing the Physical Environment 

# data[].attributes.subject
Module 23 Unit 2 Activity 2: Collaboration between General Education and Special Education Teachers: Designing the Physical Environment 

# data[].attributes.body
In any classroom settings, it should provide optimal efficiency for their students and their individual accommodations. There is no exception in the general education classroom, therefore the General Education Teacher and Special Education Teacher must collaborate together to design the ideal UDL environment. The Special Educations Teacher will hold valuable knowledge in the specific design ideas suggestions to accommodate learners with disabilities.

In this case we will look at the classroom environment of an early educations class (Pre-k to Kindergarten):

Visuals:

Visual schedules, visual prompts and first/then boards are ideal to utilize in a UDL environment because some students who have autism, cognitive delay/disability, low receptive skill, SLD and ADHD need more visual aids to help them throughout the day. From transitions to engaging in activities, many of these students need visuals to help them comprehend the task. For example, placing colored duct tape around the table can tell them their specific learning space.

Classroom Structure:

Some students such as in the autism spectrum, benefits greatly to routines and structures in the classroom. Therefore moving around too much of the things in the classroom constantly will aggravate the student and the student will not be able to accomplish the task given to them.

Set clear boundaries of each corner of the classroom setting so the students who need structure will understand the flow and predictability of the environment.

Furniture

Some students will benefit by having differentiation in furnitures. For example, a student who has ADHD might enjoy sitting on a balance ball rather than a regular chair the whole time in class because by sitting on a regular chair, they might lose focus, but with a balance ball they can bounce up and down which will help them stay more focused. Moreover, similar furniture can help reduce anxiety in students who have general anxiety disorders.

Placing books, toys and any other class materials within reach for every student is very important in a UDL classroom. Some students might be in a wheelchair which will limit their ability in reaching for materials. Therefore teachers need to keep on mind where to place items within the classroom.

Resources

Having adapted books in classroom library can help students with certain disabilities understand the book better because it provides engagement and some are also visual learners . For example, printing off pictures and using Velcro to physically attach them to each page is one way that works very well.

Providing a calming corner where students with high anxiety, EBD, or over stimulated can come to reduce their stress and bring back their focus.

Providing a "fidget tool box" in class can provide help in calming down a student who has high anxiety or someone who needs to focus (ADHD).

# data[].attributes.body
Family: The SLP may want to work closely with the student’s family. They will provide support, guidance and at home practice that families can do with a student to help improve their specific language needs. This will probably include activities to review what was practiced in therapy.

An SLP will often collaborate with the general education teacher, or other professionals who are involved in a student’s academic life, particularly if the student has an IEP.  This team will collaborate and share ideas and data to help each other do what is best for the student. Ongoing evaluation is important to ensure that the strategies employed are effective and if they are not then the SLP will need to try a different approach.

Translation Services

Because speech and language disorders impair an individual’s ability to communicate effectively, whether because of a receptive disorder or an expressive disorder, some students, who are learning in their second language, can be misdiagnosed as having a speech and language disorder. To add to the confusion, there are also those who have both a speech and language disorder and are learning in their second language. In order for a SLP to determine if a student has a speech and language disorder, they must first determine if the deficits a student presents with, are present in both their mother tongue and their second language. This is where translation services can play a vital role. A translator can help an SLP to ensure that what appears to be a speech and language disorder, is present in a student’s first as well as their second language.

Translation services can also be vital if the family of a student does not speak the language of instruction. In order for an SLP to do their job properly, they need to be able to communicate effectively with family members. This is important, both to understand the needs of a student and to help inform families of what they can do to help.

Translation services are also needed to help families understand or translate important documents related to a student’s speech and language disorder. If a student has an IEP, it is vital that parents/guardians and the student are involved in the IEP’s drafting and updating, therefore, translation services will need to be involved here too.

# data[].attributes.headline
Module 23: Psychoeducational Interventions for Children and Youth with Special Needs Unit 1: Special Education Testing and Services

# data[].attributes.subject
Module 23: Psychoeducational Interventions for Children and Youth with Special Needs Unit 1: Special Education Testing and Services

# data[].attributes.body
Services for Cognitive Delays in Early Years:

Occupational Therapy – helps with motor skills, play and self-help skills, such as dressing or going to the toilet. They can also assist with sensory processing play skills and support social-emotional learning.

Occupational Therapists (OTs) work with  children and their caregivers  to mee a child's specific needs. They can provide direct therapy or with parents and caregivers to teach them how to provide their child with the support they need.

OTs can be a crucial part of early intervention in early years children with cognitive delays.

Physiotherapy – is a service  that can  improve the physical functions and quality of life for children with cognitive delays.  Common needs a physiotherapist can help with are  helps with motor skills such as balance, sitting, crawling and walking though physiotherapists create personalized treatment plans based on the need of the patient.

Treatment plans for children may  include general exercises, activities, and other exercises  designed to improve strength, range of motion, coordination, balance, and overall mobility.

Other benefits of physiotherapy for young children with cognitive delays:  promoting independence,, reducing discomfort, improving self-esteem, and promoting social interaction.

Psychology:
A psychologist can provide initial diagnosis continue to work with a child with cognitive delays and their family to continually  assess needs, strengths, and abilities.

Psychologist can support familes and help promote positive behavior and social emotional skills. They can help train families and provide guidance in choosing an early years school.

Early assessment and diagnosis is the most effective way to support young learners with cognitive delays. Continued assessment can track progress and allow parents, teachers, and caregivers to adjust support as needed.

Sources:
American Occupational Therapy Association. (2023, January). Early intervention FAQs. Retrieved from https://www.aota.org/~/media/Corporate/Files/Practice/Children/Browse/EI/Role-of-OT_1/Early-Intervention-FAQ.pdf

Health Service Executive. (2023, April 27). Psychology support for children with a disability. Retrieved from https://www2.hse.ie/services/disability/childrens-services/services/psychology/

Physioqure. (2023, April 26). What is the role of physiotherapy for children with disability? Retrieved from https://physiqure.com/what-is-the-role-of-physiotherapy-for-children-with-disability/

# data[].attributes.headline
Module 23 Unit 2 Activity 2: Collaboration between General Education and Special Education Teachers:  Data collection and analysis

# data[].attributes.subject
Module 23 Unit 2 Activity 2: Collaboration between General Education and Special Education Teachers:  Data collection and analysis

# data[].attributes.body
Effective collaboration between special education teachers and general education teachers is integral to ensuring that the students in their care get the help they need. Data collection and analysis is key to not only determining a student’s level but also charting their progress and driving the instruction they receive in a targeted manner.

Special education teachers must communicate and create a strong working relationship. Hopefully this will be done early, the sharing of data can be a good way for these teachers to begin collaborating. They will likely be interested in any information or expertise that the other can share on the student/s whom they are working with. This may initially be to collect data for an IEP meeting. They will be sharing information about each student's learning goals, progress, and any challenges they may be facing. They must also work together to develop a plan for collecting and analyzing data to monitor student progress and make instructional adjustments.

To effectively collect and analyze data, general education and special education teachers must collaborate to identify the most appropriate data collection methods and tools for each student. This could include a mix of formal and informal assessments, progress monitoring tools, and observation data. They must also collaborate to ensure that the data is accurate and reliable, and that it is used to inform instruction and support.

It is important for both teachers to regularly review and analyze data to identify trends and patterns, and to adjust instruction and support as needed. This may involve editing an IEP, setting new goals or adjusting existing goals, modifying instructional strategies, or providing additional support or accommodations.

General education teachers are in a primary position to collect data on a student’s day to day progress in an inclusive classroom. This could involve their performance on formative and summative assessments, observations of progress both academically and socially and also whether certain strategies are working or not. The special education teacher should be eager to receive this data and can use their expertise to help analyse it through the lens of the special educator. The special education may assist the general education teacher when it comes to more special education specific assessments. For example if necessary, the special education teacher could help to break down the results of a Weschler Intelligence Scale for Children (WISC), giving insight into how the data within may influence how a general education teacher approaches differentiation for a specific student.

In conclusion data collection and analysis is at the heart of data driven instruction, setting goals, assessing progress and adapting strategies to best meet a specific learner’s individual needs. Special education teachers need to have a good working relationship with their general education teacher counterparts to help each other gather information and unpack it to put it to best use. Approaching data in this way is not only beneficial to students with special needs but also for other students in the general education classroom as it promotes data driven instruction which can help ensure more individualised instruction for each learner.

References:

Special education and general education: 8 ways to collaborate. Sped Prep Academy. (n.d.). https://www.spedprepacademy.com/blog/special-education-and-general-education-collaborating-together

# data[].attributes.attachment_caption
Open and Honest Collaborative Communications Is Key!

# data[].attributes.body
Autism is a broad spectrum which means there are no one fit services or specialist who can remediate everyone on the spectrum.

Speech pathologis t:
There is such a broad range of how a speech language pathologist can assist for people with Autism. They can assist in expressive speech by teaching them how to pronounce words, produce sounds, improve articulations, combining words together, and so on. They also assist with autistic people who are selected mute or completely mute by providing them alternative way of communication. Such are assistive technology for communication, body language, and sign language. Moreover, speech pathologists help many autistic people with social communication skill.

For an individual with autism and having social (pragmatic) communication skill issues, they have trouble with social interactions:
- The pathologist can work with their clients understanding of language. Some clients have difficulties understanding social setting and pragmatics. Pragmatics mean using language in the proper context. For example, some clients have difficulty talking differently to different people like to adults compared to than children. Example for the Early Years, role playing with dolls can create scenarios where the student must change their language to fit the context and people they are playing.

- They can teach how to adapt their language in social setting. This allows for better communication with the rest of the world and reduces anxiety for the patient. For example speaking in lower voice in libraries. To combat this issue, the pathologist can teach the student about body language. The types of body language atypical people utilize to convey meaning/language.

- Some patients need to be taught how to recognize other people's verbal and non verbal cues. For example, they might not understand sarcasm, emotions or nuances. To help with this issue for elementary age children, the pathologist can read stories and label the type of emotions the characters have and the child can identify that type of feeling/emotion in the outside setting.

Occupational Therapy:
Occupational therapy practitioners are particularly skilled in using evidence-based strategies to address self-regulation and sensory needs, adaptive skills, motor development, mental health, social participation, and daily life skills.

Some autistic people have sensory-processing issues and with that they will utilize an occupational therapy to assist with the remediation. Sensory processing refers to how the nervous system organizes and manages incoming environmental information via seven sensory systems: vestibular, proprioceptive, tactile, visual, auditory, gustatory, and olfactory. Some might experience hypersensitivity and or hyposensitivity.

- Hypersensitivity implies when they are over-responsive to stimuli around them (such as bright lights or loud noises). When they experience such hypersensitivity, they will want to move away from that stimuli. (Covering their ears, eyes, physically moving away, etc). To help autistic people who have hypersensitivity, occupational therapists can teach Deep-pressure tactile input, which are be massage techniques to calm their body when they are over stimulated.

-Hyposensitivity implies when they under-responsivie to the stimuli around them. They want more stimuli input from their environment, and so some might sensory seek (making loud noises, rocking back and forth, touching objects, etc.) To help autistic people who have hyposensitivity, for example, occupational therapists can utilize tools such as weighted vest and body sock to calm the body. One scenario provided by an occupational therapist and a speech pathologist used a barrel to provide defined physical boundaries, and provided a tunnel for physical security and a focused visual on the SLP’s face at the opposite end of the tunnel. After months of that strategy, the patient calmed down and started to focus on the conversation and movement of the therapists.

# data[].attributes.attachment_caption
One Teacher Teaches While The Other Assits; most regularly used.

# data[].attributes.headline
Collaborative Teaching and Communication Challenges 

# data[].attributes.subject
Collaborative Teaching and Communication Challenges 

# data[].attributes.body
Dyslexia & Psychoeducational Interventions: Counseling Services, Medical Services, & Rehabilitation Counseling Services

Dyslexia is a learning disorder which may affect an individual's perception, and academic output such as the ability to read, write, and spell words. It is often crucial to provide students diagnosed with dyslexia with appropriate counseling, medical services, and rehabilitation counseling services to help them cope with their challenges and maximize their potential.  The teacher should be flexible in understanding that each individual student possesses their own strengths as well as faces their own challenges.

Counseling Services

Individual or group therapy can be an effective tool for students with dyslexia. Counseling services may provide emotional support, teach coping skills, and help students develop various strategies for dealing with the additional difficulties they may face.

For example, a student named Alex, who has been diagnosed with dyslexia, may benefit from counseling services. During counseling sessions, Alex may learn stress-reducing techniques like mindfulness meditation and deep breathing exercises. He may also work with his counselor to create a list of positive affirmations to build his confidence in himself as a reader and writer.

Medical Services

Students diagnosed with dyslexia may require medical services such as vision therapy, occupational therapy, and speech therapy. Firstly, vision therapy helps improve aspects such as eye tracking. Secondly, occupational therapy may enhance the fine motor skills needed for writing and typing. Lastly, speech therapy can help with phonological processing and language development.  Consequently, the student may improve skills such as reading which they are struggling with.

For instance, a student named Ben, who has been diagnosed with dyslexia, may benefit from speech therapy. During therapy sessions, Ben may participate in activities that target phonemic awareness, such as sound play and rhyming games. He will also receive explicit instruction on how to decode unfamiliar words by breaking them down into smaller components, such as syllables or sounds.

Rehabilitation Counseling Services

Rehabilitation counseling services focus on helping individuals with disabilities achieve their academic, career, and personal goals. These services may include components such as assistive technology, vocational training, and job placement services. Students with dyslexia can benefit from rehabilitation counseling services to help them develop compensatory strategies - learning new or different ways of completing a task and accommodations. These strategies may further enable them to succeed in academic and professional settings.

For example, a student named Carlos who has been diagnosed with dyslexia, may benefit from vocational training offered through rehabilitation counseling services. He may learn job specific skills within an area of his own interest . Furthermore, he may learn how to use assistive technology such as text-to-speech software and speech recognition software in helping him complete assignments and communicate effectively.

A List of Services Available

Counseling Services:

Individual Counseling

Group Counseling

Family Counseling

Play Therapy

Medical Services:

Vision Therapy

Auditory Processing Therapy

Occupational Therapy

Speech and Language Therapy

Neurofeedback Therapy

Rehabilitation Counseling Services:

Remedial Instruction in Reading, Writing, and Spelling

Orton-Gillingham Therapy

Multimodal Learning Strategies

Text-to-Speech/Speech-to-Text Tools

Assistive Technology Training

Reflection

Upon researching counseling, medical services, and rehabilitation counseling services for individuals with dyslexia, I am much more aware of the range of available services which are specifically geared towards addressing the unique needs and challenges of each child or population.  As usual, in this regard, my main innate reflection was fascination with the size and complexity of the field, and the subsequent need for specialization on my part.

More specifically, vision therapy, auditory processing therapy, occupational therapy, speech and language therapy, and neurofeedback therapy are all types of interventions that can be useful in helping dyslexic individuals to overcome their reading, writing, and spelling difficulties, as well as improve their academic achievement, physical, and social-emotional well-being.

Regarding Sam’s entry on speech and language disorders, I can add that by utilizing related services such as Speech and Language Therapy and Translation Services, as with dyslexia, we can improve the quality of education and support for students with speech and language disorders, and empower them to achieve greater success both academically and socially.

I believe that these services have the potential to greatly benefit not only current dyslexic students but also future ones. It is more a matter of awareness, implementation, and availability of these services than of the existence of such services.  Therefore, should we take the right approach more students may benefit from these services in the future. By providing access to these services, we can create a more inclusive and supportive educational environment that values the unique strengths and challenges of all learners, and which has been a long time in coming.

# data[].attributes.attachment_caption
Stations clearly are both benefical and enjoyable to most students!

# data[].attributes.headline
Co-Teaching; What Works Best For Students!

# data[].attributes.subject
Co-Teaching; What Works Best For Students!

# data[].attributes.headline
General and Special Education Teachers Working Together; Inclusivity and Least Restrictive Learning Environment!

# data[].attributes.subject
General and Special Education Teachers Working Together; Inclusivity and Least Restrictive Learning Environment!

# data[].attributes.body
https://www.youtube.com/watch?v=qMbWP9ozt2A

Reference

Co-teaching. Council for Exceptional Children. (n.d.). https://exceptionalchildren.org/topics/co-teaching

WebAdmin, S. (2017, June 22). SERC’s co-teaching survey: What works best & the biggest challenges. State Education Resource Center. https://ctserc.org/component/k2/item/61-serc-s-co-teaching-survey-what-works-best-the-biggest-challenges

YouTube. (2016, September 17). Collaboration of Special Education and General Education Teachers. YouTube. https://www.youtube.com/watch?v=qMbWP9ozt2A

# data[].attributes.attachment_link.title
Collaboration of Special Education and General Education Teachers

# data[].attributes.attachment_caption
 Generalized Anxiety Disorder; Related Services In Special education

# data[].attributes.body
Generalized Anxiety Disorder: With GAD, students excessively worry much of the time. They may also have physical symptoms, like headaches, stomach aches, muscle tension, or tiredness.  In general, it is characterized by excessive, persistent, and unrealistic worry about everyday things.  GAD is a broad disorder with symptomology showing up in various and diverse ways within the working classrrom.

Related Services:

1) Counseling services to teach how to recognize anxiety and appropriate coping skills.

2) Social Skills instruction to help students learn ways to appropriately interact with peers.

3) Behavioral services to help students learn appropriate ways to cope with their anxiety.

# data[].attributes.attachment_caption
Counseling Services Is # 1; Benefical Services for Generalized Anxiety Disorder!

# data[].attributes.headline
Deeper Dive Into Counseling Services; GAD

# data[].attributes.subject
Deeper Dive Into Counseling Services; GAD

# data[].attributes.body
Students with anxiety can greatly benefit from small groups and/or short-term individual counseling; learning best helpful coping skills. School counselors may also implement school-wide anxiety reduction programs to teach all students coping skills; inclusivity in action!  This school-wide approach also may reach the students with anxiety who have not yet been identified.

Helping students change their mindset about their own anxiety is crucial to growth mindset. Helping students see their anxiety as a positive instead of a negative can empower them to learn about their anxiety, their triggers, and the best coping skills for them.

# data[].attributes.body
https://www.youtube.com/watch?v=xe5oqAeaw-E

# data[].attributes.attachment_link.title
Social Skill Instruction, Classroom Large

# data[].attributes.attachment_caption
Behavioral Services Have A True And Evidence Based Impact On Students Who Suffer With Anxiety!

# data[].attributes.body
Now here comes a longish definition! IDEA defines behaviorial services at §300.34(c)(10) as follows:

(10) Psychological services includes—

(i) Administering psychological and educational tests, and other assessment procedures;

(ii) Interpreting assessment results;

(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;

(iv) Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;

(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; and

(vi) Assisting in developing positive behavioral intervention strategies.

Psychological services are delivered as a related service when necessary to help eligible children with disabilities benefit from their special education. In some schools, these services are provided by a school psychologist, but some services are also appropriately provided by other trained personnel, including school social workers and counselors.

# data[].attributes.headline
Reflection: Related Services For Students With Generalized Anxiety Disorder

# data[].attributes.subject
Reflection: Related Services For Students With Generalized Anxiety Disorder

# data[].attributes.body
Students with Generalized Anxiety Disorder are increasing, especially during and after the pandemic. Most educators  have seen a decisive rise in the number of students who are exhibiting symptoms of anxiety at school. School counselors, we know that anxiety disorders can significantly impair children’s social skills and academic success. Therefore, it is important that we educate teachers and staff about the signs to look for in students who may be experiencing anxiety related disorders.

Family relationships, grades, friends, health concerns and extracurricular performance are all things students may obsess over. Other signs may be a student needing constant reassurance, frequent nurse visits, physical complaints of stomachaches, headache and other physical symptoms without a known cause. Students may also do other avoiding behaviors and may appear inattentive, restless or irritable. Anxiety can also cause perfectionism. Kids need to know that a small amount of worry is normal, but that knowing how to be in control of your worries is essential to succeed at school.

We experienced this with one student who was experiencing high anxiety in class and could never pinpoint a trigger. Over time, we were able to identify when she was experiencing an anxiety attack and the best methods for her to be able to return to class. She brought her own small “coping toolkit” to leave in the school counseling office for when she needed it. We developed a hand signal with her classroom teacher so the student could let her teacher know if she felt an anxiety attack coming on and needed to leave the room. Eventually, she was able to stay in the classroom and work through her anxiety without needing to leave and come to my office. It may take time for students to experience this type of success; however, the lifelong benefit is well worth it!

# data[].attributes.attachment_caption
Determinating & Implentation Factors Concerning LRE In Education

# data[].attributes.headline
Module 22 Unit 2 Activity 2: Determining and Implementing Least Restrictive Learning Environment

# data[].attributes.subject
Module 22 Unit 2 Activity 2: Determining and Implementing Least Restrictive Learning Environment

# data[].attributes.body
Every student learner has special needs, regardless of having an IEP.  So is every students specific needs for a Least Restrictive Learning Environment (LRE).  IDEA as federal law provides six fundamental principles; LRE specifically pertains to one of them.

1. Free Appropriate Public Education (FAPE)

2. Appropriate Evaluation

3. Individualized Education Plan (IEP)

4. Parent Participation

5. Procedural Safeguards

6. Least Restrictive Environment

# 6 LRE well establishes that students with disabilities will be best educated in the least restrictive environment; maximum extent possible alongside those learners without disabilities.

Where to Start:

LRE is not about students specific disability.  This fundamental principal is based on the strengths and needs of each unique learner. As a best practice, the IEP team should begin by considering the general education classroom to be the least restrictive learning environment; well utilize pertinent information to best identify additional aids and/or services the student may need to consistently thrive in the learning environment.  If there is clear evidence  that the specific learning environment is somehow failing to meet student’s educational needs, then of course the IEP team should reconsider; more restrictive environment considered.

The learning environment should not be considered generally as some place to learn.  In fact the LRE should be thought of as the ideal setting that supports and services purposeful and meaningful education.  These supports and services could include beyond the specific learning locations should include accommodations or modifications addressed by the IEP team, the materials used, peers, where the student is sitting as well as instructional assistance.

Monitor Student Progress:

If the learner is not be met with engaging and stimulating content and/or curriculum, even utiizing staff enrichment, assistive and/or digital technologoy, differentiation of instruction, accomodations and/or modifications, then the IEP team should swiftly look at other options-meaningful resources and/or placements where available.  Trying to keep a student in the general education classrrom for the sake of complete inclusion can at times not be the best match for certain students.  We have to be mindful of not making inclusion the end-all-be-all, even if it is at the foundation of ultimate goal-setting and/or instructional practices.

Reference:

Corsetto, K. (2022, June 16). Determining a student's least restrictive environment. n2y. Retrieved April 16, 2023, from https://www.n2y.com/blog/determining-least-restrictive-environment/

# data[].attributes.headline
Least Restrictive Environment (whole group instruction, small group instruction, individual instruction, student support)

# data[].attributes.subject
Least Restrictive Environment (whole group instruction, small group instruction, individual instruction, student support)

# data[].attributes.body
For this thought experiment, I will focus on an early years setting, ages 2-5.

For me, the least restrive learning environment must accommodate a range of needs and preferences. Here are some elements that might  include:

1. Outdoor/Indoor Spaces: The environment could include both indoor and outdoor spaces, with a variety of sensory experiences. The outdoor spaces could include a sensory garden, a nature walk, and a playground with accessible swings or other active equipment. The indoor spaces could include a sensory room with real-world objects, a quiet area for reading with individual work and different types of lighting, and a wide array of manipulatives.

2. Calm Spaces and Quiet: There should be calm spaces and quiet areas available for students who need a break from sensory stimulation or who need a quiet individual space to work. This could include a separate room with soft lighting and calming music or a nice shaded tree or a simple wooden lean-to.

3. Diverse Sensory Experiences: My ideal environment would provide a variety of sensory experiences, such as touch, smell, sight, sound, and taste, and have a variety of real-world items. This could include hands-on activities with natural materials, such as sandboxes, water, or clay stations, crafting, and musical instruments.

4. Structured Routines (but not times) My least restrictive environment would have routines to support students but allow them to explore and create at their own pace.  For example, each day would start with a whole class assembly, perhaps sitting in a circle. This would be followed by student-choice both small group and one-on-one activities, in which students be supported as needed. Each day would end with a whole class reflection and student-led discussion.

5. Different Heights: The learning environment should accommodate different heights, with furniture and equipment designed for students of different sizes and abilities. This promotes group work by allowing inclusive collaboration. This could include adjustable tables and chairs, standing desks, and soft seating options.

6. Real Objects and Natural Materials: The learning environment should provide real objects and natural materials to support exploration and learning. This could be rocks, wood, clay, or sand but also real-world objects such as kitchen tools, construction materials, and art supplies. This allows the focus on hands-on, project-based learning, with opportunities for collaboration and creativity.

7. Trained Language and Cognitive Specialists: My ideal "least restive environment" would also include professional language and cognitive specialists who can provide individualized support to students. professionals could work with students in small groups or one-on-one, providing support, modifications, and accommodations as needed. They would also be there to document, monitor, and provide early prevention, diagnosis, and intervention.

8. Horse Therapy: Ideally my environment would also include horse therapy, which has been shown to be effective in supporting students with special needs. The horses could be used for therapeutic riding, grooming, or other activities designed to support physical and emotional development.

A sensory-rich environment, especially one in a natural setting, has been proven to promote social-emotional development and would be an ideal least restrictive space for all learners.

# data[].attributes.body
If there was an infinite amount of funding and resources to create an ideal LRE:

Instruction Strategy:
- Whether whole group or small group instruction, in each scenario, there will be different types of instruction strategies to accommodate all students with SLD.

1. Step by step instruction with notes on the board or on paper for students with low processing, low focus, low working memory or low receptive skill.
2. Visuals and or manipulatives to provide further understanding of instruction to students who need more visual and sensory to conceptualize the process.
3. One on one instruction time to students who need more attention from the teacher.
4. Properly trained paraprofessionals to be present for any students who have SLD that need assistance during instruction period or even throughout the whole class period.
5. Physical room environment accommodation for students who need to sit in special chairs,  have certain writing equipment, needing to be close by teacher, etc.
6. Provide assistive technology to any students who need it such as an hearing aid, communication board, writing grip pencil, video recorders, etc.
7. Allow breaks for anyone who needs it so they can become focused again (Example are Autistic students or students with ADHD). They can stay in the room or leave to go on a quick walk outside of the class.
8. Providing more time to any individuals who need to process the instruction longer due to the SLD.
9. Sensory rich experiences to accompany activities to promote engagement for students who have ADHD or even gifted students who might get too bored with atypical class activities.

Resources:
1. Any visuals, manipulatives or sensory tools to accommodate students with SLD. From audio books, colorful visuals, manipulatives for maths (10 blocks, geoboard, dice, etc), art supplies, books, and videos.
2. Assistive technology such as hearing aids, communication board, laptops, tablets, wheelchair, pencil grip, etc.
3. Properly trained teachers (both general and special education) to know how to properly teach students with all types of disabilities.
4. Trained paraprofessionals to assist the teachers in the daily classroom for any students who need further assistance to be able to be part of the LRE.
5. Specialists such as speech pathologist, physical therapist, behavioral therapist, and other therapists who can be at the school to provide assistance to the teachers and students during class.

# data[].attributes.headline
BASIS OF DETERMINING LRE BRIEFLY EXPLAINED.

# data[].attributes.subject
BASIS OF DETERMINING LRE BRIEFLY EXPLAINED.

# data[].attributes.body
Placement options are fluid. A student might receive some services in one setting and other services in a different setting. Further, placements can change over time
based on factors such as changes in a student’s progress or needs. For some students, the general eduction
classroom is not necessarily the least restrictive setting.

# data[].attributes.attachment_caption
Many variables issues and/or concerns go into determining and/or implementing LRE

# data[].attributes.body
Placement Continuum:  General Education Classroom

Students receive instruction in the general education
classroom:

• Services are provided by the general education
teacher, with accommodations or modifications as
needed
• Instruction is supported with specialized materials,
equipment, or instructional methods.

Sample
Scenario:

Amy, a student with low vision, receives instruction in the general education classroom with accommodations of preferential seating near the whiteboard and
enlarged text.

Students receive instruction in the general education
classroom with support from a special education teacher-

• Most, if not all, instruction is provided by the
general education teacher, with accommodations or
modifications as needed
• Services provided by the special education teacher
might include:
◦ Consultation and collaboration with the general
education teacher to plan and provide instruction
◦ Individualized or small-group instruction based on
the student’s needs

Sample
Scenario:

Mateo, a 4th-grade student with a learning disability, receives the majority of instruction from
his general education teacher.  However, during mathematics
class the special education teacher comes to the general education classroom to work with Mateo and a small group of students with disabilities who have similar goals.

Placement Continuum:  Special Education Classroom

Students receive instruction in a special education
classroom for a portion of their school day:

• The majority of the instruction is provided in the
general education classroom, with accommodations
or modifications as needed
• Services provided by the special education teacher
might include:
◦ Individualized or small-group instruction in
a separate classroom, often referred to as a
resource room or “pull out”
◦ Consultation and collaboration with the general
education teacher to plan and provide instruction
Note: Students remain with their peers without
disabilities most of the time.

Sample
Scenario:

Amara, a 3rd-grader with a learning disability, receives the
majority of instruction from the general education teacher. She receives specialized reading instruction in the resource room from the special education teacher or 45 minutes each day.

The majority of the instruction is provided in the special
education classroom:

• General education teachers, including those in
nonacademic periods (e.g., P.E., art, music), consult
with the special education teacher to provide
effective instruction or support
• Services provided by the special education teacher
might include:
◦ Specialized instruction in a separate classroom,
provided in a small group for students with similar
characteristics or needs, often referred to as a selfcontained classroom
◦ Consultation with the general education teachers
to plan and provide individualized instruction
aligned with the general education curriculum
Note: Students can spend a portion of the day (e.g.,
social studies, P.E., music, lunch) with peers without
disabilities.

Sample
Scenario:

Blane, a middle school student with autism spectrum disorder, receives instruction for the majority of the day in a selfcontained classroom. She participates alongside peers
without disabilities in the general education classroom
during lunch, computer time, and P.E. Special Schools
Students receive instruction for the majority of the school
day in a separate public or private facility.

• Services are provided in a school that is designed,
staffed, and resourced for the care and education of
students with similar disability related needs
Note: Although most students return to their homes
during non-school hours, residential options might be
available for those who live farther away.

Sample
Scenario:

Devo is deaf. His IEP team, including his parents,
determined that his state’s school for the deaf would best
serve his needs. He attends this school during the day and
returns home after school.

Placement Continuum: Homebound

Students receive instruction at home for the majority of the
school day:

Students in homebound settings might have physical
or mental health challenges that prevent or restrict
participation at school.
• Services provided by a homebound teacher might
include:
◦ Individualized instruction per a schedule
convenient to the student’s needs
◦ Consultation and collaboration with the general
and special education teachers to plan and
provide instruction Foster, an 8th-grade student, has a rare genetic disorder that affects both his physical
and cognitive skills. He attends school for three periods each
day then returns home. After a rest, he receives homebound
instruction for another two hours. His homebound teacher
collaborates with his general and special education teachers
to provide instruction to help him meet his annual goals.

Placement Continuum:  Hospital, Residential Facility

Students receive instruction in a hospital for the
majority of the school day:

• Students in hospital settings might have physical
or mental health challenges that require
admission for an extended period of time
• Services provided by an education professional
in the hospital might include:
◦ Individualized instruction per a schedule
convenient to the student’s needs
◦ Consultation and collaboration with the
general and special education teachers to
plan and provide instruction Foster’s health (see previous)
deteriorates, and his doctor admits him to the hospital. He receives instruction for four hours per day.
The teacher who works with him schedules his instruction around his medical treatments and other health
needs.  Students receive instruction in a public or private
residential facility for the majority of the school day.
• Some students with disabilities might have such
significant physical or mental health challenges
that they require the types of services provided in
a residential facility
Note: The facilities are not always operated by the
school district.

Sample
Scenario:

Isha is a 16-year-old student with
an emotional and behavioral
disorder. Her IEP team determines
that her needs would best be met at
a residential treatment facility. Isha
receives instruction from teachers at
the facility, in addition to the mental
health services and supports she
needs.

All Copied and Taken From:
(Reference)

Vanderbilt University. (n.d.). Retrieved April 16, 2023, from https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_info_briefs/IRIS_Least_Restrictive_Environment_InfoBrief_092519.pdf

# data[].attributes.attachment_caption
LRE- IT'S  ALL ABOUT EFFECTIVE INCLUSION

# data[].attributes.body
The least restrictive environment is not about a certain place, setting or location.  It is all about how to most effectively include a student learner as much as possible with his peers, while also specifically addressing the learners unique needs and/or disabilities.

Ideally given that vastly student learners need to be able to integarate into public life and live on their own responsibly with or without disabilities, inclusion is most often the ulimate goal; mainstreaming learners with accomodations and/or modifications.  This is at the foundation of my own personal belief system when it comes to special education as a professional educator.  As well, I keenly understand that some students may not be able to be fully inclusive and/or integrate fully into public/social life.

I am likely best as a resource teacher, and am strong at pulling students out while also maintaining a strong sense of inclusion and engagement.  I do my best to develop other student relationships beyond those students on my case load, so that I can engage other students in the general ed classroom; aiding those students I work with; greater sense of belonging.

Working with residential and day treatment student learners I have plenty of experience withl. Such students are most likely ones that may struggle with full- even part inclusion let alone integration into public-social life.  I do my best to not only focus on content that we may be learning together, but above all focus on life skills and social development.  It is also very important to make certain that you focus on these types of students academic and/or personal strengths as a means to further engage them into studies and/or activities that may be challengeing or they find uninteresting.

# data[].attributes.headline
Module 22 Unit 2 Activity 2: What laws or policies would you utilize as guiding principles when implementing the Least Restrictive Environment at your school?

# data[].attributes.subject
Module 22 Unit 2 Activity 2: What laws or policies would you utilize as guiding principles when implementing the Least Restrictive Environment at your school?

# data[].attributes.body
ADA

The Americans with Disabilities Act (ADA) is a federal law which prohibits the discrimination of any individual with a disability in any aspect of public life which includes education. The ADA can be used as a guiding principle in a school when implementing the least restrictive environment (LRE) by helping to ensure that students with disabilities have access to accommodations and services to help them access the general education curriculum to the greatest extent possible.

There are several parts of the ADA that address this specifically:

Section 504
Section 504 of the ADA forbids the exclusion or denial of individuals with disabilities from receiving program benefits or services. This includes education.

Title II
Title II requires that all government and state entities must give people with disabilities an equal chance to participate and benefit from any programs, activities or services.
It stipulates that government or state buildings, including public schools, must follow guidelines with regards to any new construction or alteration of their buildings. They also need to relocate any programs or make alterations to older buildings which do not meet the standards set forth. This would cover the physical accessibility of schools and the services which they provide to ensure the LRE is being established for students with disabilities.

Title II also says that State and local governments must communicate clearly and effectively to people with hearing, vision or speech disabilities. This would help to ensure the LRE is being established for students with these disabilities.

Title III
Title III covers among other things, private schools, private entities offering certain courses or examinations and day care centres. It helps to ensure the LRE is being upheld for students with disabilities by setting down similar guidelines to Title II for private entities.
One specific element of Title III is that courses or examinations relating to trade-related, educational or professional credentialing, licensing or certifications must take place in a place and manner which is accessible for people with disabilities. If this is not possible then an alternative must be provided.

If there is an incidence of violation of the ADA or discrimination against a person with a disability then a complaint can be filed with the Department of Justice. This can lead to legal action against the entity in violation of ADA or responsible for discrimination. In this way the ADA helps to protect people with disabilities by making it a legal responsibility to ensure that the LRE is being created and maintained within a school or educational facility or program.

References

US Department of Justice, Civil Rights Division. (2023, March 28). Guide to disability rights laws. ADA.gov. Retrieved April 6, 2023, from https://www.ada.gov/resources/disability-rights-guide/

# data[].attributes.attachment_caption
The adult ADHD individual is often highly unique/independent.  Adults with ADHD can have comorbidities; mental health concerns, disabilities, addictions.

# data[].attributes.headline
MSPE Module 22 Unit 1 Activity 1:                                         ADULT ADHD UNIQUE PERSPECTIVES        

# data[].attributes.subject
MSPE Module 22 Unit 1 Activity 1:                                         ADULT ADHD UNIQUE PERSPECTIVES        

# data[].attributes.headline
Law, Accountability, and Education: Dyslexia, Dysgraphia, & Discalculia

# data[].attributes.subject
Law, Accountability, and Education: Dyslexia, Dysgraphia, & Discalculia

# data[].attributes.attachment_link.title
Law, Accountability, and Education_ Dyslexia, Dysgraphia, & Discalculia

# data[].attributes.body
Brief History of Adult ADHD:

In 1798, a Scottish doctor, Sir Alexander Crichton, noticed some people were easily distracted and unable to focus on their activities the way others could. He reported that these symptoms began early in life. Such symptomology is consistent with present day ADHD classifications.  In a series of lectures in 1902, Sir George Frederic Still talked about mental disorders in seemingly healthy children with nornal IQ.  Such children had problems with impulsivity, attention and self-regulation. He noted 15 cases in young boys and five in girls. This aligns with the contemporary understanding that males are more likely to be diagnosed with ADHD than females.

In 1932, German doctors Franz Kramer and Hans Pollnow described a condition called hyperkinetic disease. Children with this condition couldn’t sit still for long. They had difficulty obeying rules, and often were disruptive in school; problems getting along with other students. The condition was throught to start as young as 3 or 4 and peaked at age 6. By the time the kids were 7, their restlessness became less intense. Most childrens symptoms improved as they aged.  ADHD was not included in the American Psychiatric  Association’s "Diagnostic and Statistical Manual of Mental Disorders" (DSM) until 2nd edition 1968; identified as hyperkinetic reaction of childhood. When the third edition was released in 1980, the APA renamed the condition attention deficit disorder (ADD) and created two variations: ADD with hyperactivity and ADD without hyperactivity.

Contemporary Trends & Issues:

Adult ADHD can occur at all ages, signs of disorder can vary and/or change as you age. A recent study (published in 2009) found that aproximately 2.5% of the adult populace around the globe have some form of ADHD.  Interestingly aproximately 6-8 % of university students have some from of ADHD.  While ADHD can be challenging to treat, obtaining treatment can help most adults lead happier and more productive lives.  As well, ADHD can occur with other mental health conditions; anxiety, depression, bipolar disorder, and addictions.

ADHD does not tend to get worse with age, yet symptoms may vary and/or change as one ages. Many adults with ADHD had signs of hyperactivity and inattention as children. As adults get older hyperactivity may improve, but some adults may notice that they continue to have difficulty with attention, organization, and impulse control.

As a result, adults may underperform academicly and/or professionally; frequent changes in employment, trouble making friends, and maintaining relationships.

If an adult is diagnosed with ADHD they can be treated with either therapy, medication, or a combination of the two. Getting treatment for Adult ADHD can vastly improve  attentional difficulties, and reduce hyperactivity; creating positive impacts on work, school, relationships, etc.

Advances in Psychotherapy

Psychotherapy has helped adults more effectly learn new skills more than ever before!  Such therapries greatly benefit focus, decrease hyperactivity, and better control impulses.   Cognitive behavioral therapy (CBT) (type of therapy that teaches goal setting, organizational management, problem solving skills, and time mangement). It can also help with a myriad of other life skills, like stress management.  A recent study found that CBT could improve symptoms and related mental health conditions in adults with ADHD; particularly effective in combination with medication.

CBT can be done either individually or in a group format. Group CBT can help you learn about ADHD and improve your self-esteem and sense of control over your behavior.

Alternative treatments

In recent years there have been many alternative treatments discovered and utlized for adult ADHD.  While many of these alternative treatments are yet to be highly researched, they have been found to be helpful to various adults with ADHD. A recent study suggested that mindfulness practices, where you learn to focus on your breath and/or another object, may help with inattention and impulsivity.  Yoga has also been found to be very beneficial in improving hyperactivity;   combining physical movement with meditation.

New research has also studied nutrition and how herbs assist in the treatment of adult ADHD. A small review of several studies recently found that zinc, iron, omega-3s, and herbs like Pinus marinus and Ningdong may be helpful.  There are some researchers that believe that to much sugar may affect dopamine signaling; contributing to ADHD symptomology.  Controlling sugar usage may improve adult ADHD symptoms.  It is clear that more research is necessary to fully understand connections between sugar and ADHD.

References:

WebMD. (n.d.). What's the history of ADHD? WebMD. Retrieved April 1, 2023, from https://www.webmd.com/add-adhd/adhd-history#:~:text=In%201798%2C%20a%20Scottish%20doctor,deficit%20hyperactivity%20disorder%20(ADHD).

What are the signs of adult ADHD? - goodrx. (n.d.). Retrieved April 1, 2023, from https://www.goodrx.com/conditions/adhd/adult-adhd-signs-symptoms-treatment

# data[].attributes.headline
Policies, Practices, and Perspectives relating to Executive Function Disorder.

# data[].attributes.subject
Policies, Practices, and Perspectives relating to Executive Function Disorder.

# data[].attributes.body
EFD is a real diagnosis but is not an official diagnosis in the DSM-5 though it is recognized by experts as a valid condition that affects a person's ability to manage daily tasks. EFD is often associated with ADHD  but it can also exist on its own. The article also notes that EFD can be difficult to diagnose and that some people with EFD may not receive the appropriate support or accommodations they need.

Executive function disorder is not widely accepted as a specific disorder; therefore there are no official criteria for diagnosis.

Common tests used to measure and diagnose executive function disorder are:

Barkley Deficits in Executive Functioning Scale, which examines executive function tasks like emotional control, motivation, organization, self-restraint, and time management.

The Comprehensive Executive Function Inventory assesses executive function strengths and weaknesses in children aged 5 to 18, involving parents, teachers, and children aged 12-18 in the evaluation.

The Conners 3-Parent Rating Scale evaluates behavior in children between ages 6-18, identifying learning issues in specific subjects such as math, reading, spelling, and broader concepts like memory. It involves contributions from teachers, parents, and children themselve

EFD is not listed within the  13 categories of disability under the Individuals with Disabilities Education Act (IDEA) but it could fall under the  "other Health Impaired category" of IDEA. Parents who have a child diagnosed with EFD are encouraged to advocate for their child, as they may be eligible for a 504 or IEP which would allow them supports such as extra time for assignments, visual aids, and organizational tools.

Recent research suggests the the following policies to better support EFD in schools:
-Given limited resources, we should prioritize early intervention in lower-elementary schools and low-income urban districts where extracurricular EF development may be harder to access.
-Techniques such as semi-structured collaborative play, structured physical activities, and assistive technology can be used to develop EF-related skills.
-Cognitive training should be balanced with other enriching educational activities.
-Schools should focus on evidence-based programs that foster the development of EFs (for all students.)
-Additional teacher training is recommend to translate scientific research into practical applications..

Sources:
Diamond, A., & Ling, D. S. (2016). Conclusions and future directions for research on executive function interventions. Developmental cognitive neuroscience, 18, 274-281. Retrieved from https://www.learningrx.org/wp-content/uploads/2017/02/Development-of-Executive-Function_mentions-LearningRx.pdf

LD Online. (n.d.). Could Executive Functioning Disorder qualify a child for special education? LD Online. Retrieved from https://www.ldonline.org/ld-topics/special-education/questions/could-executive-functioning-disorder-qualify-child-special#:~:text=Even%20if%20the%20school%20does,accommodations%20for%20the%20EF%20disorder.

Understood. (n.d.). Is Executive Function Disorder a Real Diagnosis? Retrieved April 2, 2023, from https://www.understood.org/en/articles/is-executive-function-disorder-a-real-diagnosis

WebMD. (n.d.). Executive Function. Retrieved April 2, 2023, from https://www.webmd.com/add-adhd/executive-function

# data[].attributes.body
Overview. Adult attention-deficit/hyperactivity disorder (ADHD) is mental health disorder that involvles a combination of consistent issues and concerns, such as inattentiveness, hyperactivity and/or impulsivity.

Reference:

MS, W. by: E. L., & MD, R. by: K. F. (n.d.). 14 symptoms & SIGNS OF ADULT ADHD. Choosing Therapy. Retrieved April 1, 2023, from https://www.choosingtherapy.com/adult-adhd-symptoms/

# data[].attributes.attachment_caption
Across the globe aproxiamtely 2.5% of adults have ADHD.  In the USA the avg is 4-5%, and as high as 7-8% in young adults (college students).

# data[].attributes.headline
Support Services, and Associated Laws Concerning Adult ADHD

# data[].attributes.subject
Support Services, and Associated Laws Concerning Adult ADHD

# data[].attributes.body
Unique ways adults with ADHD can be better supported; Laws concerning the necessity for such support!

The transition to college involves a great deal of executive functioning.  There are multiple tasks placed on the ADHD college student (from managing medication and prescriptions to sorting out accommodations).

Building a support network before taking the plunge into higher learning can ease the stressors of the transition. Ideally, a parent, mentor, or school counselor can aide in building the support network. Arranging a support network that includes medical and school professionals eases the student's burden of navigating a myriad of changes altogether.

ADHD University Students Need Above All....

Be Proactive, not reactive.

The Rights of Adults With ADHD

ADHD is a legally recognized disability. This means if you have an ADHD diagnosis, you are entitled to special accommodations and assistance while in school and professional settings.

Looking at Adult ADHD Rights

When it comes to legal rights with adults diagnosed with ADHD there are two primary laws at play, both at the federal levels; other laws may exist at state levels.

Americans with Disabilities Act of 1990 (ADA) and 2008 amendmentsThe ADA and its amendments apply in a variety of contexts, including public accommodations, employment, and education. This means most public and private post-secondary institutions are prohibited from discriminating against students on the basis of a legally recognized disability, such as ADHD. This applies for the admissions process, too. For the most part, the ADA will allow all students equal access to school programs, activities, and services. This includes providing reasonable accommodations to disabled students.

Rehabilitation Act of 1973 (specifically section 504)Section 504 of the Rehabilitation Act of 1973 is very similar to the ADA in that it also prohibits discrimination on the basis of a disability. However, its mandates are largely limited to places that receive federal funding; this includes the vast majority of colleges and universities in the United States. Just like with the ADA, Section 504 mandates that covered schools not only make their programs available to qualified students with disabilities, but provide reasonable accommodations.

Advocating for Your Rights; Asking for Help

Many universities and professional organizations will have an office/department and/or policies dedicated to ensuring adults with ADHD are not discriminated against and receive reasonable accommodations and/or support. Smaller colleges or companies may not have a clear support or disability services department and/or policies in place, but there should be at least an individual who serves as the ADA or Section 504 coordinator/representative and/or someone in Human Resources that can help provide aide for reasonable support and/or accomodations for adults with ADHD.

References:

Neff, M. A. (2023, February 12). College accommodations: Strategies and supports for ADHD and autistic student. Insights of a Neurodivergent Clinician. Retrieved April 1, 2023, from https://neurodivergentinsights.com/blog/college-accommodations

College students with ADHD. EduMed. (2020, July 21). Retrieved April 1, 2023, from https://www.edumed.org/resources/college-students-with-adhd/

# data[].attributes.body
Attention Deficit Hyperactivity Disorder is a neurodevelopmental disorder which affects many children and adults. Initially referred to as hyperkinetic reaction of childhood, it wasn’t until the 1960s that the disorder was officially recognised by the American Psychiatric Association (APA). In the 1980s the disorder began being referred to as attention deficit disorder with or without Hyperactivity.

Below is a timeline of some notable changes or developments in understanding and treatment of the disorder.

1902: A British paediatrician, Sir George Frederic Still, makes note of a, ‘defect in moral control of children’ who were unable to control their behaviour the way a ‘normal’ child could despite still being intelligent.

1936: Benzedrine is approved by FDA.

1934: Dr. Charles Bradley notices the side effects of Benzedrine can be beneficial to young patients who had symptoms of the disorder. These findings are largely ignored.

1955: methylphenidate Ritalin is approved by FDA. It becomes a popular treatment for the disorder as more is understood about it and more diagnoses are occurring. Ritalin is still used in treatment for ADHD today.

1962: The second edition of “Diagnostic and Statistical Manual of Mental Disorders (DSM)” contains hyperkinetic reaction of childhood for the first time as it is recognised by the APA.

1980: The third edition of DSM is released (DSM III). This name of the disorder changes to ADD with or without hyperactivity.

1987: DSM III is revised and the disorder is renamed as ADHD.

1990: Diagnoses of ADHD rise significantly. This could well be due to the fact that it became easier to diagnose and awareness surrounding the disorder had grown. It is also possible there were actually more children getting ADHD than before. More medications also become available in the 1990s many of which are still in use.

2000: DSM IIII is released in which three subtypes of ADHD are established.

1. Combined type ADHD

2. Predominantly hyperactive-impulsive type ADHD

3. Predominantly inattentive type ADHD

ADHD today:

More recent ADHD research has focused on the brain circuits involved in the disorder, as well as the role of environmental factors such as diet, exercise, and stress. There has also been growing interest in non-pharmacological treatments such as cognitive-behavioral therapy and mindfulness-based interventions.

There are still conflicting opinions about the nature and treatment of ADHD. Some researchers contend that ADHD is over-diagnosed and that medication usage should be restricted, while others contend that the condition is underdiagnosed and that more funds should be allocated to facilitating diagnosis and treatment. There are also ongoing discussions regarding genetics, environmental factors, and social and cultural influences contributing to ADHD.

# data[].attributes.body
Executive Function refers to a group of processes that are responsible for behavior, attention, and thought. These are needed to plan, organize, initiate, sustain, and complete tasks in a timely and effective manner.  Executive Function Disorder impacts these processes is a common condition that affects both children and adults.

Some common symptoms of EFD are:

Planning and organizing: Difficulty in starting and finishing tasks, making schedules, and planning ahead.

Time management: Struggling to prioritize and meet deadlines.

Working memory: Forgetting things easily, having difficulty remembering/recalling instructions.

Emotional regulation: Difficulties controlling emotions, such as anger, frustration, or anxiety.

Flexibility: Struggling to adapt to change, being inflexible, and having difficulty with problem-solving.

Self-monitoring: Difficulty in self-reflection, regulating behavior, and learning from previous experiences.

Impulse control: Difficulty in controlling impulses.

Tips for early diagnosis, young students may exhibit the following

Problems with transitions may result in students having "big emotions"

Difficulty waiting their turn, interrupting others, or following rules.

Struggling to start tasks or plan for multi-step activities.

Forgetting instructions, directions, or information they just learned.

Problems regulating emotions.

Inability to focus for age appropriate periods of time.

Causes:
EFD can be caused by a variety of factors, including brain injury, developmental disorders, genetic factors, and environmental factors.

Treatment:

cognitive-behavioral therapy

medication

Lifestyle modifications such as lowering stress and increasing exercise.

Inclusive Classroom Strategies:

Modeling/Exemplars

Break down tasks into smaller, more manageable parts to help

Visual aids such as  diagrams, mind maps, or graphic organizers

Daily routines

Exclusive Classroom Strategies:

Be flexible with deadlines.

Allow alternative assessments, and allow students to show what they know in ways that are comfortable for them.

# data[].attributes.attachment_link.title
What is Executive Function and Why Do We Need it?

# data[].attributes.body
What is Down Syndrome?

Down syndrome is a genetic condition that causes delays in mild and moderate physical and intellectual development. It is a chromosomal disorder due to someone having 47 chromosomes instead of 46. Cause is unknown.

There are 3 types of chromosomal patterns that causes Down Syndrome :

1. Trisomy 21 (nondisjunction). Approximately 95% of people with Down Syndrome have Trisomy 21. These people are born with having having three #21 chromosomes instead of two.
2. Translocation. Approximately 3 to 4% of people have this pattern. In translocation a part of chromosome #21 breaks off during cell division and attaches to another. chromosome.
3. Mosaicism. Affects about 2% of people of have the syndrome. Some might have 3 copies of chromosome 21, but some might have the normal amount of chromosome 21. Therefore some might have the physical feature of Down Syndrome, but some might have only a small amount of physical feature associating with Down Syndrome.

Many individuals with Down Syndrome have lifelong health issues. Approximately 40% of the children have congenital heart defects. They are at higher risk of infections, respiratory infection, vision and hearing problems.

History of Down Syndrome
1838- Jean-Étienne Dominique Esquirol was the first to identify people with intellectual and developmental disabilities.

1958- Social Security Amendments extend Social Security Disability Insurance benefits to dependents of disabled workers.

19630 The first known support group for families of children with Down syndrome in the United States, the Mongoloid Development Council, begins in the state of Illinois.

1965- WHO accepts the terminology Down Syndrome rather than using the words "Mongols" and "Mongoloids" due to the country of Mongolia asking WHO to stop using that terminology.

1966- The President’s Committee on Mental Retardation is established by President Johnson. It was intended to help with early diagnosis and treatment, environmental and medical prevention, identification of legal and human rights, and increased public awareness.

1995- The American Academy of Family Physicians creates its Healthcare Management of Adults with Down Syndrome. This is a guideline to help health professional how to assist with health issues for people with Down Syndrome.

2001- The American Academy of Pediatrics creates Health Supervision for Children with Down Syndrome, which helps pediatrician help children with Down Syndrome.

2007- American Association of Mental Retardation changes their name to American Association on Intellectual and Developmental Disabilities.

2008- Senators Kennedy and Brownback support the Prenatally and Postnatally Diagnosed Conditions Awareness Act (S. 1810). It provides services for any families who's baby is diagnosed with Down Syndrome.

2012- A national campaign was organized where pregnant mothers were informed and educated on their unborn child's diagnosis of Down Syndrome.

2014- The Achieving a Better Life Experience (ABLE) Act was implemented, which enables the creation of tax-free savings accounts for individuals with disabilities to cover expenses such as education, housing, and transportation.

Historical advances:
- Laboratory mouse with Down Syndrome were created to help study the syndrome.

Early Intervention:

Children with Down Syndrome will have developmental delays and therefore it is important to provide early intervention services to them and their family to ensure a successful future. The most common forms of interventions consists of physical therapy, speech and language therapy, and occupational therapy.

Physical Therapy- assists children with Down Syndrome and their motor development. Due to their disability, many will have physical delays such as low muscle development at a certain age which means they cannot hit the milestone. That is where the physical therapist comes in and finds a solution to hit the milestone. More activities to develop their muscle for example.

Speech and Language therapy- Pathologists can help children with Down Syndrome to develop their pre-speech and pre-language skill.

Occupational therapy- helps children develop and master skills for independence. Such assistance can be feeding and dressing themselves. Any activity or skills that one needs to know in order to be able to take care of themselves.

Individualized Family Service Plan (IFSP)- If the child is eligible, they will have their own plan to assist in the early intervention stage. From 0 to 3 years old are eligible for this plan. All under the IEDA.

Other Educational Support Services:

IDEA (Individual with Disabilities Education Act)- Most children who have Down Syndrome will be qualified for free special educational services to support their needs.  They will be given an IEP (Individual Education Plan) to ensure each individuals needs are met in their own way.

The U.S. Department of Education funds the Parent Center Network, which provides resources, contacts, and assistance for parents and families trying to navigate special education programs.

Technological Assistance- Under the IDEA, if a student is qualified they are granted free technological assistance. There are varying technologies that helps students with Down Syndrome. Such device can be pencil grip which helps the child with writing or a software that reads out loud text. Simple devices such as slanted desks can be considered assisted technology; anything that helps tasks more manageable.

Expectation for Educational Institutions:

-Inclusive classroom are top expectations many Down Syndrome organizations has for US education institutions. Every student even with a learning disability should be part of the general public and general classroom and accommodation and modification should be given to ensure their success in class. It is the best interest for the students to be part of the general class so they can learn how to adapt in the society as a whole.

law S.75 - Protecting Individuals with Down Syndrome Act. Prohibit abortion on the basis of unborn child having Down Syndrome.

# data[].attributes.body
Speech and language disorders can take the form of a wide variety of disorders. These disorders can be expressive, making oneself understood by others, and expressive, understanding language used by other people. Individuals with speech and language disorders can have either expressive or receptive language disorders, or both. In any case, related services could be beneficial or essential in helping a student with a speech and language disorder to succeed in their academic life as well as improve their overall quality of life. Below are some related services that could be useful for someone with a speech and language disorder.

Speech and Language Therapy

Therapy delivered by a speech and language pathologist (SLP) is a specialized service for students with speech and language disorders. The therapy aims to improve an individuals language skills and abilities which can have a positive impact on their education, social life and emotional well-being.

Evaluation and assessment: As speech and language disorders can vary widely, it is important that the SLP treating a student can understand their individual needs. The SLP will determine this using a variety of methods which may take the form of standardized tests, observations and interviews with the student, their family, their general education teacher or any other adult in the students life.

Individualized therapy: The SLP will create lessons which can help an individual student with their specific needs. The SLP will set specific targets for the student’s progress and create a plan to help the student reach these goals. Therapy sessions may take the form of one on one classes, or small group instruction.

Evidence based techniques: Speech and language therapy is based on evidence-based techniques and strategies that have been shown to be effective in improving speech and language skills. Exercises to strengthen the muscles used in speech production, drills to practice specific sounds or language structures, and activities to improve comprehension and expression are examples of these techniques.

Family: The SLP may want to work closely with the student’s family. They will provide support, guidance and at home practice that families can do with a student to help improve their specific language needs. This will probably include activities to review what was practiced in therapy.

An SLP will often collaborate with the general education teacher, or other professionals who are involved in a student’s academic life, particularly if the student has an IEP.  This team will collaborate and share ideas and data to help each other do what is best for the student. Ongoing evaluation is important to ensure that the strategies employed are effective and if they are not then the SLP will need to try a different approach.

Translation Services

Because speech and language disorders impair an individual’s ability to communicate effectively, whether because of a receptive disorder or an expressive disorder, some students, who are learning in their second language, can be misdiagnosed as having a speech and language disorder. To add to the confusion, there are also those who have both a speech and language disorder and are learning in their second language. In order for a SLP to determine if a student has a speech and language disorder, they must first determine if the deficits a student presents with, are present in both their mother tongue and their second language. This is where translation services can play a vital role. A translator can help an SLP to ensure that what appears to be a speech and language disorder, is present in a student’s first as well as their second language.

Translation services can also be vital if the family of a student does not speak the language of instruction. In order for an SLP to do their job properly, they need to be able to communicate effectively with family members. This is important, both to understand the needs of a student and to help inform families of what they can do to help.

Translation services are also needed to help families understand or translate important documents related to a student’s speech and language disorder. If a student has an IEP, it is vital that parents/guardians and the student are involved in the IEP’s drafting and updating, therefore, translation services will need to be involved here too.

Although not all students with a speech and language disorder will need translation services, those who are learning in their second language depend on translation services to get the most out of other services offered to them. In some culturally diverse school districts, translators for a wide variety of languages need to be available.

# data[].attributes.headline
ADHD: Support services offered in educational institutions

# data[].attributes.subject
ADHD: Support services offered in educational institutions

# data[].attributes.body
There are two types of plans which can be provided for students with disabilities in the United States. Those are:

An Individualised Education Program (IEP): This provides special education services for the specific needs of an individual

A 504 Plan: This provides services and changes to the learning environment to meet the needs of the child as adequately as other students

Support services offered in educational institutions for students with ADHD usually take the form of Special Education Services and accommodations such as:

Help keeping organized

Extra time on tests and assignments

Extra breaks and opportunities to move around

Special consideration in environment planning to limit distractions

Use of technology to help with assignments

Assignments tailored to student’s specific needs

In order to receive these special education services and accommodations, it must first be determined that a student does indeed have ADHD. The school district will carry out an evaluation of a student to determine this.

This evaluation must be carried out by the school district at no cost to the child’s parents or guardians. It must be completed if the school district suspects that a student may have ADHD. In the case of ADHD the student may be performing well academically but is showing signs of behavioral issues or vice-versa. Either way, this can potentially be grounds for evaluation. Therefore, a student may have the right to special education services and accommodations regardless of their academic performance.

Parents or guardians of a student can also request that an evaluation be carried out on their child if they believe they may have ADHD or if an outside diagnosis of ADHD has been given. If an evaluation is requested, then the school district must either carry out the evaluation or give reasons why they are not doing so. They must also let the requester know that they have a right to dispute this decision through the due process procedures of Section 504.

It is also important to note that during the evaluation, a school district may not consider mitigating measures in deciding whether a student has a disability and is therefore entitled to special education services and accommodations. In the case of ADHD an example of this may be a student who is taking medication for their ADHD. If the medication is effective in mitigating effects of the disorder then this cannot be considered as a sign that the student does not have ADHD and therefore no disability.

# data[].attributes.headline
(Hal) Dyslexia & Expressive Language Disorder

# data[].attributes.subject
(Hal) Dyslexia & Expressive Language Disorder

# data[].attributes.body
In the USA there are two laws which affect special services and accommodations for children with disabilities. They are:

The Individuals with Disabilities Education Act (IDEA)

This federal law requires public schools to provide free and appropriate education to children with disabilities, including ADHD. It also requires schools to provide an Individualized Education Plan (IEP) outlining specific accommodations and services to meet the individual needs of the student with ADHD.

Section 504 of the Rehabilitation Act of 1973

This federal law prohibits discrimination against individuals with disabilities, including ADHD, in any program or activity that receives federal funding, this can include schools. Under this law, all students who have a disability as defined by section 504 are entitled to a free and appropriate public education (FAPE). This requires schools to provide reasonable accommodations to students with ADHD to ensure they have equal access to education.

# data[].attributes.attachment_caption
ADHD:  Challenges With Executive Functioning

# data[].attributes.body
ADHD has little if nothing to do with the intelligence of an individual; this disorder exists across all spectrums of intelligence from high to low functioning.  From the early days of the 20th Century, where as ADHD concerned vastly hyperactive boys who drove othes nuts, to present day; greatly more comprehensive understanding of the disorder.  ADHD is not so much about attentional and/or behaviorial concerns, but far more concerning mental managment- executive functioning abilities.

ADHD presents in individuals a wide range of issues and/or concerns.  Some of the characterisitces of ADHD include:

* Challenges staying tuned, focusing on auditory and/or visual stimuli.
* Often highly distractable, difficulty focusing on one task or subject.
* Hyperactivity; fidgety.

# data[].attributes.body
Delayed Language Disorder (DLD) is a brain difference that is characterized by a significant delay in the development of language skills. This delay in language skills is present despite no hearing impairment and normal intelligence. Children with DLD may have difficulty with both expressive and receptive language. They may use language inappropriately in social situations. If left untreated, these difficulties may persist into their adult lives. DLD is a disorder which is often diagnosed in childhood but is sometimes detected in later life.

The symptoms of DLD vary depending on age. All children are different and children with DLD will exhibit varying symptoms. Below are some things to look out for at different stages of childhood:

In Infancy:

Lack of responsiveness to sounds/ voice of caregiver

Limited babbling or vocalization

Difficulty imitating sounds or words

Late onset of first words or phrases

Early Childhood:

Limited vocabulary

Frequent grammatical errors

Difficulty with word retrieval

Difficulty understanding and following instructions

Delayed acquisition of grammar and syntax rules

Difficulty socializing

In School Age Children:

Struggle with reading, writing and spelling

Difficulty understanding abstract concepts

Difficulty following multi-step directions

Struggle to express their ideas clearly in both spoken and written form

Difficulty recalling words

Difficulty with peer relationships and social interactions

# data[].attributes.body
Description:
Defined as a person having developmental delay/disability that impairs their cognitive, social, communication, behavioral and physical ability.  Autism is a disability that is categorized as having a spectrum due to the wide range of symptoms, skills, and levels of impairment each individual has.

Signs/Symptoms of ASD:
Signs of ASD usually occurs when the child is around 12 to 18 months of age. There is a wide range of signs, and each individuals differ in what they have or not have. Below are the category of symptoms a person with ASD can have.

Social communication/interaction skills:
- Avoids or does not keep eye contact
- Does not show interest in others or things
- Does not play with other children
- Does not show emotions
- Does not notice when others are hurt or upset

- Does not play pretend or other interactive games with peers.

Repetitive or restrictive behavior/interest:
- Has obsessive interests
- Focused on certain parts of objects
- Must follow certain routines
- Gets upset by minor changes
- Has unusual reactions to the way things sound, smell, taste, look or feel

- Echolalia- when someone repeats a word over and over again
- Flaps hands, rocks body, or spins themselves in circles

Other symptoms:
- Language delays or selective mutism
- Mobility delays
- unusual moods
- Anxiety, stress, and or depression
-seizures
- Lack of fear or has more fear then expected
- Unusual eating/diet habits

Inclusive Strategies for ASD:
- In teaching a subject, it can be ideal to incorporate the interest of what the student with ASD has so they will become more engaged and eager to complete the assignment. If it is on a book project, instead of assigning a specific book, find out what the student might want to read to complete the assignment.

- In connection with the first strategy, giving choices for the student is another idea to help the student become more engaged and succeed in class. Some ASD students are very particular and can shut down if they do have their way, therefore by giving them the choice in an activity, seating, game, partner, book, etc, can help them feel in control and finish the task.

- Some ASD students do not well with transitions in class. Therefore for these students we can inform them of the transition beforehand so they will be prepared, we can have a partner assist them through the transition, and or allow a transition aid (toy, book, or any item that will bring them comfort)

- Allowing breaks during class for the ASD student can help them bring any anxiety or stress down when they are having them. Allowing them to walk around the room or even outside for a little of them can help them regulate their emotions and continue on in class.

-Modeling the desired behavior can help the student understand what is expected by the teacher and classroom setting as well. It can be real person or video modeling, but make sure to provide consistency and feedback to the student.

Exclusive Strategies for ASD:
- Reaching out to the family to see what type of practices they utilize in their home that works with the child. Moreover, by speaking with the family, we can also inquire about what interests the child has so it can be incorporated in class lessons to bring engagement.

- Recommending possibly alternative or complementary strategies such as art therapy, relaxation therapy, special diet, and other form of therapy to possibly bring down stress/anxiety in class.

- Referring to different forms of therapy and specialists. Specialists ranges from occupational therapist, speech pathologist, psychiatrist, applied behavior analysts, physical therapist, relationship development intervention, sensory integration therapy, and cognitive behavior therapy.

- Asking the parents whether they can help their child practice speaking to people outside of their circle to alleviate the selective mutism in school. The more practice the student has speaking in different scenarios and environment, can help them lessen their selective mutism.

# data[].attributes.headline
Strategies for helping Students with DLD in the classroom

# data[].attributes.subject
Strategies for helping Students with DLD in the classroom

# data[].attributes.body
Strategies for an exclusive classroom:

Individual Instruction:

In an exclusive classroom lessons and activities can be designed specifically to meet the needs of students with DLD.

Structured Routines:

Although there are structured routines in an inclusive general education classroom, routines may be structured differently in an exclusive classroom in a way more specifically designed for students with DLD.

Multisensory instruction:

Teachers can use visual aids, manipulatives, and hands-on activities which utilize multiple senses. This can help students with DLD to remember information more effectively.

Assistive technology:

Assistive technology can help students with DLD access the curriculum and participate fully in classroom activities. This could include text-to-speech software, speech recognition software, and other tools that support language learning.

Strategies for an inclusive classroom:

Encourage cooperation:

Collaborative learning activities can help students with DLD learn from their neurotypical peers and develop their social and communication skills. Teachers can create opportunities for students to work in small groups and pairs.

Differentiate activities:

By creating multiple ways to access the same activity in class a general education teacher can allow students with DLD to participate. This could include chunking activities into smaller sections, using simpler language for instructions and providing visual aids.

Seating:

Consider where a student with DLD is seated. It may be better for them to be seated somewhere where they will be further away from distractions such as other students chatting etc.

Accommodations and Modifications:

Give students with DLD more time to answer questions. Teach them to ask for more thinking time to process verbal answers.

Allow students with DLD more time to complete tests and activities.

Chunk text into smaller sections, use visual aids and prompts and simplify language on activities, worksheets or tests for students with DLD.

Reduce the number of assessments. For example, rather than having a student with DLD answer 5 comprehension questions, you could have them complete 2 tasks which demonstrate their understanding of the concepts being taught.

Allow the use of assistive technology for students with DLD. This can help them to participate more fully in class activities.

# data[].attributes.body
Description:
Selective mutism is when an individual with ASD chooses not speak, but selective mutism does not only occur in people with ASD as well. Many will speak to their friends or families, and so they are not completely mute, but they will not talk in certain situations. Key factor of why someone has selective mutism is because of high anxiety in social situations.

There are certain requirements it must meet to officially be diagnosed as selective mutism:

1. Not speaking does not correlate to a lack of fluency in the language.
2. It lasts more than a month
3. It impedes their social, academic, and occupational output
4. It does not occur exclusively in people with ASD or other disorder that might selective mutism as a symptom

Although high social anxiety is a big reasoning to selective mutism, many ASD individuals' reasoning is also attributed by stubbornness, incomprehensible of certain social situations, not knowing how to respond to other people, and having a lack of social interest.

Symptoms and Signs of Selective Mutism:
- Avoidance or lack of eye contact
- Not talking to anyone else except for their friends and family members
- speech and language delays
- Lack of interest in contributing in classroom activities
- High anxiety
- Shyness

Inclusive Strategies for Selective Mutism:
- If a student has a friend in the class that they readily speak to, the teacher can have them partner up or sit next to each other and if there is anything the ASD student has to say or ask, they can reach out to their friend to reiterate the message.

- The student can utilize a communication board in class to convey any messages to the teacher. Instead of talking they can point or gesture at images, which might be photographs, illustrations, or symbols. Therefore even if the student is not looking directly at the teacher, by using the communication board they are able to best convey what they want to say to the teacher.

- The student can possibly use a speech generating device (SGD), which is a piece of equipment that produces speech for the user, either through alphabet keys or visual symbols.

- If the student has high social anxiety, then allowing breaks throughout class can help them alleviate their anxiety a little bit, which might help them be calmer in group setting and might want to verbally participate. But even without the want from the student, providing break will help them emotionally and mentally.

- Providing topics that brings high interest to the particular student might bring them out of their muteness. Some ASD student is hyper focused on certain interests, therefore if a student is selective mute, but also has a high interest in a subject, then there could be a possibility the student will speak to talk about their interest.

- Applied Behavior Analysis (ABA) are treatment that encourages good behavior and discourages the bad. In class there is the Discrete Trail Training (DTT) strategy where it teaches the student step by step instruction to achieve good behavior or response. Lessons are broken down into their simplest parts, and desired answers and behaviors are rewarded. Undesired answers and behaviors are ignored.

Exclusive Strategies for Selective Mutism:
- Refer the student to a relationship development intervention, or RDI, which is a form of behavioral therapy. In this therapy, the student will focus on building social and emotional skills, which can help them understand how to speak to anoyne instead of becoming mute. Even if they do not want to speak, they would want to use non verbal communication skill instead.

-Referring student to attend language/speech pathologist to improve their understanding of speech/language and how they could use in social settings. If it is not verbal, then the pathologist can teach them gesture to convey their emotion. It can also include helping someone learn how to adapt his or her language and nonverbal cues to match different social settings, contexts and communication partners. Moreover, many people with autism need help recognizing other people’s verbal and nonverbal cues (shrugs, facial expressions, etc).

- Provide self-modeling technique for the child at home. This means the student can watch video of themselves talking comfortably in a certain situation, and they can then gain more confidence in speaking, which then can be used in other scenarios outside of their home.

# data[].attributes.headline
Comobidity Between Autism and Selective Mutism

# data[].attributes.subject
Comobidity Between Autism and Selective Mutism

# data[].attributes.body
Comorbidity is when there are simultaneously two medical condition or disability in a person. In this case some individuals with autism can also have selective mutism.

Because autism has such a broad spectrum, characteristics of each and every individual varies. Therefore there will be some who are talkative and enjoys participating in social gatherings and communications, but have other disabilities connecting to autism, but then there are individuals who do not have that disability, but instead have selective mutism.

Selective mutism in individuals who are not autistic have this condition due to extreme anxiousness in social gathering and speaking. They have such social anxiety that they voluntarily choose not to speak to anyone they are not familiar with. Therefore these people might not have other medical condition.

In cases of people who simultaneously have autism, they might have shyness or extreme social anxiety, but simply chooses not to speak due to different reasoning. Their reasoning is more geared toward them not understanding social cues and manners, which results them in thinking they do not need to speak to people.

# data[].attributes.body
Dyscalculia is a type of learning disability that impairs a person's ability to process number based information, symbols and maths. It is a neurological condition that can make it difficult for individuals to perform basic arithmetic operations, count, tell time, and comprehend mathematical principles. Dyscalculia is not related to general intelligence, and individuals with this condition can have high intelligence in other areas.

Dyscalculia can manifest in different ways, but here are some common signs and symptoms to look out for:

Difficulty with basic arithmetic operations, such as addition, subtraction, multiplication, and division.

Struggles to understand math concepts and rules, such as fractions, decimals, and percentages.

Difficulty with sequencing numbers or recalling numbers in the correct order.

Difficulty with mental math or estimating quantities.

Difficulty with telling time and understanding the concept of time.

Difficulty with counting, particularly skip counting.

Difficulty with basic mathematical facts, such as memorizing multiplication tables.

Difficulty with spatial awareness and orientation, particularly when it comes to reading graphs and charts.

Struggles with word problems, particularly the ability to identify relevant information and apply mathematical concepts to real-world situations.

Difficulty with organizing information, particularly when it comes to multi-step problems.

It is important to note that not all individuals with dyscalculia will exhibit all of these symptoms, and that these symptoms can also be present in individuals without dyscalculia. A formal assessment by a qualified professional is needed to diagnose dyscalculia. The DSM-5 currently lists two criteria for a maths related SLD. In order for a maths related SLD to be diagnosed, one or more of these criteria must persist in an individual even after targeted expert help for over 6 months. The criteria are:

Difficulties mastering number sense, number facts or calculation.

Difficulties with mathematical reasoning.

# data[].attributes.attachment_caption
Outstanding overview of ADHD; comtemporary understanding of this common condition in Special Education.

# data[].attributes.body
https://www.youtube.com/watch?v=ouZrZa5pLXk

# data[].attributes.headline
Strategies for helping students with dyscalculia in the classroom

# data[].attributes.subject
Strategies for helping students with dyscalculia in the classroom

# data[].attributes.body
Many of the strategies and interventions for students with dyscalculia can be used both in an inclusive classroom and an exclusive classroom. I will list them separately below as some may be easier to implement in one than the other.

Exclusive classroom interventions

Peer support:

In an exclusive classroom it is more likely that students with dyscalculia will be able to cooperate on assignments with peers who also have dyscalculia. Students with similar needs can support and learn from each other.

Targeted lesson planning:

Careful planning and differentiation strategies can be employed in an inclusive classroom environment to make lessons appropriate for neurotypical students and those with dyscalculia, however in an exclusive classroom it may be easier to plan lessons with the needs of a student or students with dyscalculia in mind.

One-on-one learning programs:

Time with a specialist tutor can help students with specific needs to practice skills which they struggle with.

Students with dyscalculia often need extra opportunities to review what they have already learned. This may be easier to facilitate in an exclusive classroom than an inclusive classroom where neurotypical peers may not need to review again.

Inclusive classroom interventions:

Chunking:

Breaking down worksheets or assignments into chunks or steps can help students with dyscalculia to organize their thoughts and prevent them from feeling overwhelmed.

Highlighting key words or phrases:

Highlighting key words, numbers, symbols or phrases can help students with dyscalculia to organize their thoughts when completing math problems.

Accommodations/ modifications which can be helpful for students with dyscalculia:

Allow extra time on tests

Allow the use of a calculator when computation is not what is being assessed

Giving students with dyscalculia graph paper can be helpful to allow them to line up their math problems and solutions.

Provide students with manipulatives to help them solve problems.

Graphic organizers can help students with dyscalculia to organize their thoughts.

Give students with dyscalculia rubrics to help them understand the steps which need to be done to complete an activity.

Give students with dyscalculia a sheet of paper to cover all other math problems on a test or worksheet so they can focus on one problem at a time.

# data[].attributes.body
Comorbidity between DLD and dyscalculia is not uncommon, some studies show that individuals with DLD are more likely to also have dyscalculia than the general population. One study found that approximately 50% of children with DLD also had difficulties with math, and another study found that 60-70% of children with dyscalculia had language difficulties. In the case of a comorbidity between DLD and dyscalculia a student would be displaying symptoms of both, therefore they would be struggling with both language and math.

If a child is having difficulties with both language and math, then the possibility of a comorbidity between DLD and dyscalculia should not be ruled out. Comprehensive testing by a trained professional can help to determine the presence of each and a personalized learning plan to help the student can be put into action.

# data[].attributes.attachment_caption
Modern view of ADHD; wide variety of presenting issues and/or symptoms.

# data[].attributes.body
Reference:

Psychological testing for ADHD. Bright Pine Behavioral Health. (2023, March 3). Retrieved March 24, 2023, from https://www.brightpinepsychology.com/psychological-testing-adhd/

# data[].attributes.attachment_caption
Looks can be decieving; ADHD is not often what it seems....

# data[].attributes.body
It can be very diffcult to pin down strategies for alleviating and/or managing ADHD in students.  This disorder has such a wide variety and/or variations of the condition.

It is vital that we take each ADHD student on a case by case basis, understanding uniquely there needs, weakness and/or strengths!

Reference:

Mandriota, M. (2022, March 11). The ADHD iceberg: Visible vs. invisible symptoms. Psych Central. Retrieved March 24, 2023, from https://psychcentral.com/adhd/the-adhd-iceberg#definition

# data[].attributes.attachment_caption
ADHD AND TRAUMA HAVE SHARED CONDITONS AND LIVING REALITIES!

# data[].attributes.body
What’s the relationship between ADHD and trauma?

“At this time, it’s unclear whether there’s a causal relationship between ADHD and trauma, though there’s growing evidence to suggest this connection,” says Kate Hanselman, a psychiatric mental health nurse practitioner who specializes in working with folks with ADHD at Thriveworks in Stamford, Connecticut, and lives with ADHD herself.

“We’re still discovering [the] causes [of ADHD], but it’s clear that it’s influenced by genetics and in utero and early life exposures to a variety of stress and trauma,” she adds.

For example, she explains that potential bullying from peers over social difficulties resulting from ADHD symptoms increases the risk of:

abusive behaviors

substance use

risky behaviors

being in potentially traumatic situations

Is there a link between ADHD and PTSD?

Research suggests a relationship between ADHD and post-traumatic stress disorder (PTSD).

Kids with ADHD may be at risk for increased trauma due to their condition as well.

“The child [with ADHD] is often aware that [they’re] ‘different,’ which may exacerbate [their] sense of alienation and erode self-esteem. Worse, [they] may not understand why this is so and become trapped in a cycle of self-blame,” says Greenblatt.

“This can all be intensely [stressful], particularly for young children who can’t properly verbalize their lack of control over symptoms and may not understand why they are ‘different’ at all,” he adds.

A 2013 study Trusted Source shows that the lifetime prevalence of PTSD was much higher among adults with ADHD, compared with those without the condition.

Reference:

Mandriota, M. (2021, December 8). ADHD and trauma: Similarities and differences. Psych Central. Retrieved March 24, 2023, from https://psychcentral.com/adhd/adhd-and-trauma#shared-symptoms

# data[].attributes.attachment_caption
CREATING AN INCLUSIVE LEARNING ENVIRONMENT FOR STUDENTS WITH ADHD; INCLUSIVE & EXCLUSIVE INTERVENTIONS.

# data[].attributes.headline
Inclusive and Exclusive Strategies; ADHD in the learning environment.

# data[].attributes.subject
Inclusive and Exclusive Strategies; ADHD in the learning environment.

# data[].attributes.body
*  Afterschool programs help lessen severe symptoms, and often participants miss less school than non-participants (missing school and tardiness are common ADHD student realities).

*  Creating a structured learning enviroment help ADHD students feel safer, focus more on tasks, and be less hyperactive.  Written instructions usually are more effective than verbal instructions.

*  Providing clear rules and instructions is paramount.  Behavorial concerns and/or issues are common in many ADHD students, provding clear expectations and delivery of cirriculum is crucial to proactively address irrability and even outburts.

*  Physcial activity breaks can be a game changer for ADHD; students especially need to blow off some steam!

*  Limit screen time and instruction to prevent learning overload and focus fatigue.  Rather create more hands-on live learning activities.

*  Build healthy relatonships with ADHD students parents, parents/guardian support and engagment is especially helpful to their academic and social skills success!

Reference:

Meg Leahy, M. S. (2022, September 7). Free guide: 20 learning strategies designed for students with ADHD. ADDitude. Retrieved March 24, 2023, from https://www.additudemag.com/download/learning-strategies-students-adhd/

# data[].attributes.attachment_caption
Different Types of Stuttering Inform Intervention Strategies

# data[].attributes.body
Stuttering is a speech disorder distinguished by repetition of sounds, syllables, or words- prolongation of sounds, and consistent interruptions in speech (known as blocks). Someone who stutters knows what he or she would like to say, yet has challenges producing normal speech flow. Such disruptions are often accompanied by grappling behaviors; rapid eye blinking and/or lips tremoring.

Stuttering can make communicating  with others challenging; often affects quality of life.  Stutterinfg can greatly impact interpersonal relationships, job performance, and other social opportunities.  Treatment for stuttering can be rather costly.

Symptoms of stuttering can change greatly during an individuals day.  Often when speaking before a group or communicating on the telephone can increase stuttering.  However when singing, reading aloud, or speaking with others in unison, it has been oberseved stuttering may be temporarily reduced.

Developmental Stuttering:  Develops while children are still learning speech and language skills.  It is the most common form of stuttering.  Scientists and clinicians believe there are multiple complex factors in the cause of this type of stuttering.  Brain imaging has recently provided evidence that there are strong differences in those who stutter compared with students who don't.  As well, it has been newly discovered that certain gene mutations are associated with a greater prevelance of stuttering.

Neurogenic Stuttering:  Develops after some type of brain and/or nerve injury; brain is challenged coordinating different brain centers involved in speaking.  Such difficulties produce issues producing clear fluent speech.

Psychogenic Stuttering:  Develops after some type of emotional trauma.  In the past it was believed that all stuttering was of this specific causality, but today it is believed stuttering caused by great emotional trauma is very rare.

Reference:

U.S. Department of Health and Human Services. (n.d.). Stuttering. National Institute of Deafness and Other Communication Disorders. Retrieved March 25, 2023, from https://www.nidcd.nih.gov/health/stuttering

# data[].attributes.attachment_caption
How to best support students who stutter!

# data[].attributes.headline
Strategies For Stuttering In The Working Classroom:

# data[].attributes.subject
Strategies For Stuttering In The Working Classroom:

# data[].attributes.body
Slowing down how fast you talk may help a student’s stuttering because:

if you talk slower, it shows the child it is okay to take his or her time

slower speech may be calming and relaxing (especially if the child is excited, scared, angry, o​r upset)

talking slower may lessen the sense of competition while having a conversation

How do you slow down?

To slow down your speech:

use a slower, relaxed rate of speech by slightly stretching the vowels in words (e.g., “Wee waant aa cookiee”).

pause between phrases, sentences, and ideas (e.g., “I went to the store…and I bought some milk...and some bread”).

Use more wait time

How do you use more wait time?

Wait about 2 seconds after the child stops talking before you start talking. You can use body language, nod your head and smile, or use sounds like “mm-hmm” to show you are interested and that you are listening.

How does wait time help a student’s stuttering?

Wait time may help a child’s stuttering as it:

ensures the child is done talking so you don’t interrupt

provides a model that it’s okay for a child to take time to put thoughts into words

lessens competition for talk time and helps make communication more relaxed

Look and listen

Look at a student when he or she is talking and listen with interest. Try to be face to face with the child. When a child has bumpy speech, reassure him or her by saying you are listening or you have time to listen. Always keep a positive expression on your face.

Repeat or paraphrase

Repeat or use different words (paraphrase) to let the student know you understand what he or she said.

Encourage turn-taking

Turn-taking lowers competition for talking in the classroom. Encourage students to take turns during classroom discussions or during conversations with each other.

Adjust talking demands when a student’s speech is bumpy

Most children have smooth and bumpy days. Children might stutter more when they are tired, sick, or stressed. When a child has a bumpy day, lower the amount that he or she needs to speak or read out loud. Think about asking fewer questions or questions that can be answered with a few words. On smooth days, give the child more chances to talk.

Do not have a hurried and rushed classroom

Try to slow the pace of the classroom down. Do not rush a child. Time pressures make it harder to talk smoothly.

Acknowledge a student’s trouble with stuttering

If a student is aware or frustrated about stuttering, let him or her know you understand. Help the child express his or her feelings about stuttering. You could say things like:

“that was a tough word for you to say”

“you really tried hard on that word”

“sometimes I get stuck on my words too”

When you talk about stuttering, use words like:

bumpy speech

stuttering

getting stuck

Help a student get more confident

Your student might be anxious or scared to do presentations, oral reports, read out loud, or answer questions. Help the child feel more comfortable by encouraging him or her to:

practice oral presentations, read out loud, or answer questions in easier situations (e.g., in front of you or two friends) before harder situations (e.g. in front of a small group of students or the whole class)

answer a question when he or she volunteers. The child might worry about stuttering while he or she is waiting for a turn to talk. The longer the child has to wait to talk, the more anxious he or she may become. The child may prefer to be the first to take a turn. Talk with the student about what is most comfortable for him or her when waiting for a turn to share in class.

Do not tell the student to slow down or take a breath and start again

Be a model of slower speech and use more wait time instead of saying slow down or take a breath and start again. The child might get frustrated with such interruptions when he or she is trying to communicate.

Try to accept the student’s stuttering

A child often knows when people are uncomfortable with him or her. When the child feels more comfortable and accepted, he or she might talk more.

Do not react negatively when a student stutters

When a child stutters, do not:

punish the child

show anger

blame the child and shake your head or say things like “you know better”

show you are impatient (e.g., complete sentences, interrupt, sigh, or walk away)

Deal with teasing:

A child who stutters is often teased. Deal with teasing tactfully. Organize an activity to help other students learn that every child has his or her own strengths and weaknesses and no one is perfect. During these talks, ask students to talk about their strengths and weaknesses with each other. The child who stutters might take this chance to talk about his or her stuttering. Do not talk about stuttering in the classroom unless you have permission from the child who stutters and his or her parents (if needed).​​​​​​

Reference:

Stuttering. MyHealth.Alberta.ca Government of Alberta Personal Health Portal. (n.d.). Retrieved March 25, 2023, from https://myhealth.alberta.ca/speech-language-hearing/stuttering/learn-more/how-a-teacher-can-help-a-student-who-stutters

# data[].attributes.headline
Creating A More Inclusive Learning Environment For Those That Stutter:

# data[].attributes.subject
Creating A More Inclusive Learning Environment For Those That Stutter:

# data[].attributes.attachment_link.title
Top 5 Pet Peeves as Someone Who Stutters

# data[].attributes.headline
(PART 2 of law- Sam & Hal) Module 22 Unit 2 Activity 2: What laws or policies would you utilize as guiding principles when implementing the Least Restrictive Environment at your school?

# data[].attributes.subject
(PART 2 of law- Sam & Hal) Module 22 Unit 2 Activity 2: What laws or policies would you utilize as guiding principles when implementing the Least Restrictive Environment at your school?

# data[].attributes.body
First off, it is important to note that the practice/strategy of Least Restrictive Environment (LRE) is a requirement of the Individuals with Disabilities Education Act (IDEA) at a federal level  in the United States. As such, students with disabilities should be educated in settings that are as inclusive as possible with non-disabled peers to the greatest extent appropriate. More specifically, IDEA requires schools to provide a Free Appropriate Public Education (FAPE) in the LRE that meets the unique needs of a child with a disability.

They may be removed for separate schooling, or other removal from the regular educational environment, only when the nature or severity of the disability is to the point that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

In the case of our prompt, this gives us a wide berthing accomplishing an inclusive classroom. No investments should be held back in establishing an inclusive classroom as this will be a sort of plan A for most classes; with exclusive classrooms being a plan B, as well as solution for the most extreme cases.

In adding my own personal reflection, I can see how the theme of inclusions has popped up again and again within the field and topic of special education.  It is a principle I agree with, but also struggle with in the highly privatized and competitive education education system-market I have worked within in Asia.

I can see now that the complexity of the issue will be significantly mitigated in my own classroom the more armed an familiar I am with the knowledge, strategies, and policies of an inclusive classroom and the specific issues I may encounter with students. I hope to be a step ahead the next time I need to step the inclusive nature of my classroom.

# data[].attributes.headline
Module 23 Unit 2 Activity 2: Collaboration between General Education and Special Education Teachers:  PBIS

# data[].attributes.subject
Module 23 Unit 2 Activity 2: Collaboration between General Education and Special Education Teachers:  PBIS

# data[].attributes.body
Positive Behavior Interventions and Supports (PBIS) is a proactive strategy to create and maintain a positive school environment for all students. Ideally, this includes collaboration between general educators and special educators. This collaboration could involve regular meetings to discuss student behavior, individualized behavior plans, as well as interventions. Most importantly, this colloboaritve meeting includes plans and ideas to support behavior for all students not just those who "struggling."  General educators would also receive professional development to ensure they are equipped with the necessary skills to implement PBIS effectively.

Effective collaboration between special educators and general teachers also involves the gathering and sharing of resources and information, such as data on student behavior. This allows all stakeholders to identify areas of improvement and monitor progress. Special educators can provide valuable insights into the individual behavioral needs of students with disabilities, while general educators can provide a more holistic view of the classroom and school environment and learning objectives.  Both educators can work together to implement classroom-wide behavior expectations, teach and reinforce positive behaviors, and create a system for addressing problematic behaviors.

Collaboration in the classroom (co-teaching) can also be a highly effective way to support positive behavior. Firstly, it allows you to learn new styles of teaching and strategies for classroom management. Succesful in-class collaboration starts with modeling positive behavior in how teachers address students and co-teachers. It's also important that each teacher is united and clear in their behavioral expectations. Co-teaching provides an opportunity for diverse groupings and one-on-one support that can help ensure all students are successful.

Additionally, strong collaboration between general and special educators involves consistent and honest communication with families and caregivers. This may involve sending home behavior reports or conducting parent-teacher conferences regularly to discuss progress and strategies for addressing challenging behaviors. By working together, general and special educators can create a positive, supportive, and inclusive school environment that benefits all students.

Sources:

PBIS.org. (n.d.). What is PBIS? Retrieved May 6, 2023, from https://www.pbis.org/pbis/what-is-pbis.

Smith, K. (2019, March 29). 5 Best Practical Tips for Effective Co-Teaching. incompassinged.com. https://incompassinged.com/2019/03/29/5-best-practical-tips-for-effective-co-teaching/