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Vision Impairment - Term includes a range of visual functions from moderate to severe to profound sight ability such as:

Low Vision - generally known and accepted as: "Uncorrectable vision loss that interferes with daily activities" though it can also be understood as "permanently reduced vision that cannot be corrected with regular glasses, contact lenses, medicine, or surgery." There is some limited disagreement on the accepted definition.

Light Perception And Projection - A person who has severely impaired vision but can still distinguish between light and dark.

Total Blindness - "Complete lack of light perception and form perception" Also abbreviated as NLP (No Light Perception).

(Low Vision And Legal Blindness Terms And Descriptions, 2020).

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Table Used To Measure Clarity Of Vision:

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Table Used To Measure Clarity Of Vision:

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(Low Vision And Legal Blindness Terms And Descriptions, 2020)

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Perception Through Constricted Visual Field:

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Perception Through Constricted Visual Field:

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(Low Vision And Legal Blindness Terms And Descriptions, 2020)

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Sudden Eye Pain

Reoccurring Pain Around Eyes

Hazy Or Blurred Vision

Seeing Floating Spider Webs

Seeing A Cup Fill With Ink In Eyes

Sensitivity To Light Or Glare

Swollen Eyes

Changes In Color Of Iris

White Areas Around Pupil

Discharge In Eyes

Itching Or Burning In Eyes

Running Into Objects/Walls

Difficulty Walking

Difficulty Identifying Objects/Colors

Difficulty Eating With Utensils

Difficulty Reading

Difficulty Writing

(Duffy, 2021)

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Developmental Cognitive Disability (DCD) is defined as conditions that result in intellectual functioning significantly below average and is associated with concurrent deficits in adaptive behavior that require special education and related services. These conditions begin during development in youth. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.

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Signs of cognitive developmental delays are recognizable as early as 24 months of age. These can include:

Sitting, crawling, or walking later than other children

Difficulty speaking

Short attention span; inability to remember things

Lack of curiosity

Trouble understanding social rules or consequences of behavior

Trouble thinking logically

Infantile behavior that persists into preschool and school years

Lack of age-appropriate adaptive/self-help skills

The symptoms can range from mild to severe to profound.

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Common Developmental Disabilities in Children

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The impact of DCD on children is obvious on a social, emotional and even behavioral level on a personal and interpersonal level. These effects can manifest themselves as :

Difficulty paying attention, even for short periods - leading to disruptions during lessons or even inability to complete tasks

Inability to sit still for any length of time- this is disruptive for the rest of the class as it can cause interruptions in the flow of the lesson.

Taking an extraordinarily long time to complete tasks, such as homework or writing tests unless extra time is allowed as part of their IEP, this can draft the rest of the class as well as that student who is learning at a slower pace than the others.

Poor memory when recalling learned facts or multi-step written instructions this makes teaching more lengthy and the teacher has to factor this in in their lesson. This also affects the actual test results of the student, achievement scores.

Weak listening skills and difficulty in remembering oral instructions - this leads to them not being able to follow instructions or even participate as part of a group.

Difficulty with reading, spelling, vocabulary and comprehension this affects their achievement scores which can in turn affect their self esteem as they feel they are not smart enough to understand

Problems with abstract concepts in math this affects the rest of the class as they may have to spend a longer time learning a concept that most of them understand already.

Struggling to plan and prioritize - this makes team work challenging for them as well as belonging to a group and completing tasks.

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Many individuals with developmental cognitive disabilities do not have limited intellectual functioning. When accommodations are necessary, implementation is done  respectfully, recognizing the uniqueness of each individual student.
Some strategies and accommodations that can be implemented are detailed below:

Get student’s attention before communicating.
When giving instructions or talking with students check that you have their full attention before beginning by being  loud or with a gesture.

Clear and specific instructions.
It can be helpful to give clear and specific instructions about the task or behavior expected, and how much time they have to work in.

Visual instructions. Visual instructions about a task or behavior may help support some students. Consider demonstrating the task/behaviour, or asking another student to demonstrate. You could also use a visual schedule, poster or video to outline or model the task

Some students may find it easier if they can use gestures. Some may need to point to the correct answer instead of talking. Hence, coming with some classroom sign language can be beneficial.

Give brief prompts immediately before each activity.
It can be helpful to remind students what they should focus on in that activity. This gives them a sense of purpose and direction.

Encouragement and correction.
Giving positive feedback and correction immediately when children are learning a task or behaviour is shown to reinforce positive behaviour. This can be reduced gradually as they build their capability and the tasks can be gradually made more challenging depending on their age.

Post a clear and predictable daily schedule (Volmer, 1995). Both typical students and those with developmental disabilities crave structure and predictability in their school day. Special needs children, though, can sometimes react more strongly than their non-disabled peers when faced with an unexpected change in their daily schedule. When creating daily schedules, it should  match the schedule format to the child's skill level:

For a child who cannot read and does not recognize pictures as depictions of actual objects and events, the 'schedule' would consist of objects that represent schedule entries. A wrapped snack bar, for instance, can represent snack time, while a book can represent circle time-when the teacher reads a story to the class.

For a non-reader who recognizes pictures, the schedule can include a picture to represent each scheduled event. A picture of the Occupational Therapist, for instance, might signify a weekly pullout OT session.

For the beginning reader, the schedule can pair pictures with the words describing the events to the day.

The fluent reader can use a written schedule, with words selected at the child's reading level.

Provide structured opportunities for student to participate in social interactions (Koegel, Kiegel, & Carter, 1999; Volmer, 1995). Children with disabilities are sometimes excluded from social interactions with their typical peers. While there are a number of reasons why identified students may not be fully included in social groups, you can take steps to foster relationships between special-needs and typical children:

Give the child 'helping roles' such as handing out snacks or distributing work materials to other students. Coach the child to use socially appropriate speech (e.g., "Would you like a snack?") with peers. The more frequently that other students experience neutral or positive interactions with the identified child, the more that they will feel comfortable with that student and the more positive their perceptions of the child will probably be.

Provide the child with simple strategies to engage others in social interactions. Demonstrate and model these strategies. Then have the child an opportunity to try them out and give him or her feedback and encouragement. For example, train the student to ask a peer "What's that?" whenever he or she sees something unfamiliar in the immediate environment. Or show the student how to approach a group and ask to join a game or other activity (e.g., "Can I join your game?"). A related idea would be to train typical peers as 'social interaction coaches' who can supportively model for the identified child how to initiate social interactions.

If the child is preoccupied with a particular topic that is relevant to classwork, the teacher may be able to use the student as a resource for peers. For example, a child with autism who has an encyclopedic knowledge of astronomy or geography may attend a review session and answer questions from other students who are studying for a quiz.

Whenever the teacher forms groups in the classroom, she or he can assign a 'group ambassador' role to one of the typical children. The 'group ambassador' takes responsibility for greeting anyone who joins the group, ensures that all members understand how they can participate in the group activities, and gives additional support and guidance to any student who needs it. 'Group ambassadors' should be trained to recognize when a student might need assistance and in how to provide that assistance in supportive, non-intrusive ways.

If the child is assigned a teaching assistant, have that assistant train peers in the room to provide academic support while the assistant observes from the background. 'Sign up' children on a rotating basis to serve as peer learning helpers for the identified child. This strategy will encourage the identified child to see many people in the room as possible supports.

Assign the child with disabilities a peer buddy when moving around the building, playing outside, or attending assemblies or other events out of the room (Saskatchewan Special Education Unit, 1998). Select different children to serve as peer buddies so the identified child has the chance to build friendships and does not depend too much on any one student for support.

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Primary Teacher Strategies for Intellectual disability. (2022). Retrieved 20 June 2022, from https://allplaylearn.org.au/primary/teacher/intellectual-disability/#tips

Teaching Children With Developmental Disabilities: Classroom Ideas | Intervention Central . (2022). Retrieved 20 June 2022, from https://www.interventioncentral.org/behavioral-interventions/special-needs/teaching-children-developmental-disabilities-classroom-ideas

Evidence-Based Practices For Students With Severe Disabilities (2022). Retrieved 20 June 2022, from https://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-3_FINAL_03-03-15.pdf

Developmental Cognitive Disabilities. (2022). Retrieved 20 June 2022, from https://education.mn.gov/MDE/dse/sped/cat/dcd/

SCSC - Developmental Cognitive Disabilities . (2022). Retrieved 20 June 2022, from https://www.mnscsc.org/sped/cognitive-disabilities

NSIP - People With Developmental And Cognitive Disabilities. (2022). Retrieved 20 June 2022, from http://www.serviceandinclusion.org/index.php?page=developmental

CDC. (2022, April 27). Facts About Developmental Disabilities. Retrieved June 20, 2022, from Centers for Disease Control and Prevention website: https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html

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What are Cognitive Developmental Delays - The Warren Center | Non-profit organization in Richardson, Texas. (2021, October 7). Retrieved June 20, 2022, from The Warren Center | Non-profit organization in Richardson, Texas website: https://thewarrencenter.org/help-information/cognitive/what-are-cognitive-developmental-delays/

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Signs and Symptoms of a Cognitive Disorder. (2022). Retrieved June 20, 2022, from Brainbalancecenters.com website: https://www.brainbalancecenters.com/blog/signs-of-cognitive-disorders

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Students with Severe Multiple Impairment (SMI) meet the criteria for two or more of these categories: deaf or hard of hearing, physically impaired, developmental cognitive disability (severe/profound), visually impaired, emotional or behavioral disorders, and autism spectrum disorders. (MNDOE)

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Typically a combination of severe impairments in cognitive, physical and/or functional abilities. They typically require intensive intervention and supports for activities of daily living.

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Having severe multiple impairments usually means that traditional teaching methods that would help with one impairment are not enough to teach students with multiple impairments.

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The related services for students with Severe Multiple Impairments often includes a combination of services such as Physical Therapy, Occupational Therapy, Adapted Physical Education, and Speech Therapy usually in addition to Specialized Academic Instruction.

Though SMI students are often taught in separate settings, in some countries laws and proven best practice have caused more SMI students, especially at lower grade levels, to be placed in general education classrooms. Therefore it is imperative to find accommodations and modifications to meet the needs of SMI students. (Rogers and Johnson).

Some of those are:
- Augmented and Alternative Communication Devices
- Micro-switches for making choices, including devices allowing eye movement to make choices
- Embedded Instruction and/or Specialized Design Instruction that allows for SMI students to access lesson information in more targeted methods that meet their individual needs, such as formative assessments that can be done with their specific life tools in mind.
- Wait Time
- Specific Life Skills Teaching

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In a Perkins School for The Blind video experienced teacher Millie Smith talks about the learning process, teaching students with SMI and products she has developed.

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In a Perkins School for The Blind video experienced teacher Millie Smith talks about the learning process, teaching students with SMI and products she has developed.

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“Learning will not be successful if the TVI (Teacher of Visual Impaired or Special Education Teacher with Added Visual Impaired Certification) is not contributing information in the design of the activity … It won’t be effective unless the physical therapist can contribute accommodations for the activity that create access to the objects for the learner. It won’t be successful unless the occupational therapist can contribute accommodations for sensory issues like complexity. It won’t be successful unless a speech language pathologist can talk about what kinds of communication modes need to be in place for the learner … so that the (student) can tell you when they want more of something, or when they want less of something, otherwise (the student) will get into frustration and withdraw from the activity and learning ceases. So the communication pieces (from the speech therapist), and the access pieces that are part of the work of occupational and physical therapists and the sensory efficiency pieces that is the domain of the TVI, all of those things have to be accommodations that have to be built into the instructional activity in order for learning to occur,” former Texas School for the Blind and Visually Impaired teacher Millie Smith.

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Strategies for Assessing and Teaching Students with Visual and Multiple Disabilities

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42 minute Webinar dives deep into creating accurate IEPs for students with Severe Multiple Impairments

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42 minute Webinar dives deep into creating accurate IEPs for students with Severe Multiple Impairments

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“Reporting on IEPs needs to be objective, and this can only occur through data collection,”  said presenter Terry Wendorf, who provides multiple methods to accurately collect information on goal progress for students with severe multiple impairments.
- Data sheets for each goal

- Weekly (monthly) 1 page checklist for all goals

- Journal that includes time on task, distractors

- Graded Worksheets, Assessments

- Videos translated into data

- EBL tool data

- Timed Tested Sessions

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Writing IEP Objectives For Students With Severe Multiple Disabilities

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AbleNet. (2019). Writing IEP Objectives For Students With Severe Multiple Disabilities [Video]. YouTube. https://youtu.be/Qr-gvf0kxsY

Michigan Alliance for Families. (n.d.). Severe Multiple Impairments. https://www.michiganallianceforfamilies.org/severe-multiple-impairments/

MNDOE. (n.d.) Severely Multiply Impaired. Minnesota Department of Education. https://education.mn.gov/MDE/dse/sped/cat/smi/

Perkins School for the Blind. (2016). Strategies for Assessing and Teaching Students with Visual and Multiple Disabilities [Video]. YouTube. https://youtu.be/X34jC73JihY

Rogers and Johnson. (2018). Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom. Physical Disabilities: Education and Related Services. https://files.eric.ed.gov/fulltext/EJ1202982.pdf

ThoughCo. (n.d.) Inclusion Strategies. Dotdash Meredith. https://www.thoughtco.com/engaging-students-with-disabilities-4132490

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Informative Video About Low Vision/Blindness:

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Informative Video About Low Vision/Blindness:

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(Medical Centric, 2021)

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Blindness, Causes, Signs and Symptoms, Diagnosis and Treatment.

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How Does Low Vision/Blindness Impact Students With The Disability And Their Peers?

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How Does Low Vision/Blindness Impact Students With The Disability And Their Peers?

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Students Themselves:

Students who have low vision/blindness can have issues including troubles navigating around their school campus and classrooms.

They could be sensitive to light and need a darker classroom or have to sit somewhere in class where there is no or little sun or sun glare.

It can also affect their learning by them not being able to read textbooks or read fonts on computers and/or projectors, lower test scores, lower grades, lower confidence in school subjects resulting in them feeling demotivated, having to wait to access learning materials in braille if needed, etc.

The student could also be affected negatively mentally, emotionally, behaviorally and socially. They could lack overall confidence, especially confidence in social situations. A study also showed they also could experience feelings of guilt, anxiety, sadness and depression (Ishtiaq et al., 2016).

Peers:

Peers of students who have low vision/blindness could be impacted as well. The instruction may have to be changed to accommodate the student with the disability affecting their learning.

If they are in a darker room they might not be able to see as well to accomplish class activities such as reading and writing.

They might not know how to interact with a peer who has low vision/blindness and may treat them as more of an outcast or even bully them.

They also might have to help the student with the disability on group work, projects, etc and are not knowledgeable or equipped well enough to know how to do that successfully.

Classroom communication could also be affected as well. Teaching or peers have to communicate with more clarity using more descriptive words when speaking or describing something in class which could be challenging for some students.

(Students Who Are Blind/Low Vision, n.d.) & (Masoodi, n.d.)

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Strategies & Accommodations For Students Who Have Low Vision/Blindness:

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Strategies & Accommodations For Students Who Have Low Vision/Blindness:

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Teachers:

Providing Materials In Braille/Large Print

Verbalize All Info As Written On Board

Recording Of Lectures

Tilted Computer Screen To Avoid Glare

Awareness And Consideration For Eye Fatigue

Allow Unique Writing Tools If Needed

Preferential Seating

Keep Classroom Clutter Free (Ease Student's Walking Pathways)

Assistive Technology (AudioTape, Text-To-Speech, Speech-To-Text, Isolation Headphones, Etc.)

Shortened Assignments/Tests

More Time On Assignments/Tests

Oral Testing

Identifying Yourself To The Student

Caretakers/Support Services

Make And Maintain Room For Mobility Aids

Key To Elevator (If School Has One)

Give Knowledge Of Surroundings (Home, School Building, Exits, Elevators, Etc.)

Give Knowledge Of Crosswalks/Crossing The Street

Handle Doctor's Appointments/Notes

Provide Knowledge Of Needed Life Skills

(Willings, 2016)

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Anonymous. (2020). Low Vision And Legal Blindness Terms    And Descriptions. The American Foundation For The Blind. Retrieved June 12, 2022, from https://www.afb.org/blindness-and-low-vision/eye-conditions/low-vision-and-legal-blindness-terms-and-descriptions

Anonymous. (n.d.). Students Who Are Blind/Low Vision. University Of Delaware. Retrieved June 12, 2022, from https://sites.udel.edu/dss/additional-resources-for-working-with-students-with-disabilities/working-with-students-who-are-blind-low-vision/

Duffy, M. (2021, April 23). Signs And Symptoms Of Vision Problems. VisionAware. Retrieved June 12, 2022, from https://visionaware.org/your-eye-condition/eye-health/symptoms-of-vision-problems/

Ishtiaq, R., Chaudhary, M. H., Rana, M. A., & Jamil, A. R. (2016). Psychosocial Implications Of Blindness And Low Vision In Students Of A School For Children With Blindness. National Library Of Medicine. Retrieved June 12, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4859038/

Masoodi, B. (n.d.). Issues In Education Of Blind And Low-Vision Students: An Update. American Council of the Blind. Retrieved June 12, 2022, from https://www.acb.org/content/issues-education-blind-and-low-vision-students-update

Medical Centric. (2021, May 19). Blindness, Causes, Signs And Symptoms, Diagnosis And Treatment. YouTube. Retrieved June 12, 2022, from https://www.youtube.com/watch?v=XbT0BamLYjU

Willings, C. (2016, March 13). Accommodations & Modifications. Teaching Students With Visual Impairments. Retrieved June 12, 2022, from https://www.teachingvisuallyimpaired.com/accommodations--modifications.html

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(Penetrating) Traumatic Brain Injury Definition -Vuyolwethu  

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(Penetrating) Traumatic Brain Injury Definition -Vuyolwethu  

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I'd like to start off with two links to the strategies we can use to support learners with Traumatic Brain Injury, here is the second link: https://www.youtube.com/watch?v=XETNMmVfKm8
Traumatic brain injury (TBI) is a form of acquired brain injury.

·  It occurs when a sudden trauma causes damage to the brain.

·  TBI can result when the head suddenly and violently hits an object or when an object pierces the skull and enters brain tissue.

Symptoms

· Vary from mild, moderate, or severe, depending on the extent of the damage to the brain.

· Someone with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes.

Other symptoms of mild TBI include:

•Lightheadedness
•Dizziness
•Blurred vision
•Tired eyes, confusion and headaches.
•Ringing in the ears
•Bad taste in the mouth
•Fatigue or lethargy
•A change in sleep patterns
•Behavioral or mood changes
•Trouble with memory, concentration, attention, or thinking.
•A person with a moderate or severe TBI may show these same symptoms, but may also have:
•A headache that gets worse or does not go away
•Repeated vomiting or nausea
•Convulsions or seizures
•An inability to awaken from sleep.
•Dilation of one or both pupils of the eyes.
•Slurred speech
•Weakness or numbness in the extremities
•Loss of co-ordination
•Increased confusion, restlessness or agitation.

Penetrating Brain Injury

· A penetrating injury to the brain occurs when a sharp object like a knife or bullet enters the brain and forces bones, skin, hair, and brain tissue into the brain and outside the brain with the exit wound.

·  Low-velocity objects traveling through the brain will ricochet through the brain and cause even more damage; if the object goes through and through the brain, it is called a “perforating injury” in which there is more shearing and stretching of brain tissue.

· The overall firearm-related death rate is 91 percent if someone is shot in the head.  Firearms have become the main cause of death from traumatic injury to the brain.

· Penetrating head injuries are often called Open Head Injuries and are serious injuries involving a puncture to the skull.

· The person is often so covered in blood that the doctor has difficulty defining where the open injury is.

· The brain has no nerve endings so that the patient may not recognize that they’ve sustained an open brain injury.

· For example, a man in China went for four years without realizing that he had the blade of a knife stuck in his head following a fight with either a robber or a construction worker.  He had a toothache, and a dental x-ray revealed his open brain injury.

There can be several types of accidents that can cause an open head injury, the possibilities include:

· Automobile accidents

· Workplace accidents

· Sports injuries

· Gunshot wounds

· Knife wounds.

· Screwdrivers can cause open head injuries.

· If the object enters the skull in one place but exits in another place, it’s called a “perforating open head injury.”

· When there is an open head injury, bone fragments can enter the brain and further damage it. There is a high risk of dirt contamination or infection in the brain.

· There can also be an intracranial hematoma inside the brain.

The brain is a complex organ.  Each portion of the brain has different functions.
A person’s symptoms of brain damage will vary depending on the location of the damage.

General symptoms include:

Affected balance

Blurred vision

Confusion

Difficulty speaking clearly

Headache

Memory problems

Seizures

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We detected a high number of errors from your connection. To continue, please confirm that youâ€™re a human (and not a spambot).

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Presented by: Amy Goddard, MS, OTR/L, CBIS, Brain Injury Specialist, Arkansas Division of Elementary Secondary Education, Special Education Unit

To receive your free Certificate of Attendance, please complete the survey below.

CLICK HERE TO TAKE THE SURVEY

Resources:

Brain Injury Slide Deck

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Brain intricacy and teaching strategies for TBI 

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Brain intricacy and teaching strategies for TBI 

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Symptoms of injuries to specific parts of the brain

Frontal lobe. The front portion of the brain (underneath the forehead) is responsible for Speaking

Personality

Emotions

judgment

Damage to this part of the brain can lead to difficulty concentrating, personality changes, and impulsivity.

Temporal lobe. The side portions of the brain (underneath the ears) are responsible for memory

understanding spoken words Hearing.

Damage to the temporal lobe can affect some, or all, of these.

Parietal lobe. The midportion of the brain is responsible for much of your senses.

Damage here can affect your hearing, taste, and more.

Occipital lobe. The back portion of the brain is responsible for vision.

Damage to the occipital lobe can result in a loss of sight, or visual disturbances. Injuries to the brain stem can be very serious and life threatening.

The brain stem, located in the back bottom portion of the head, is responsible for:

· Breathing

· Heart rate

· Sleeping cycles

How the disability impacts the student and how it impacts their peers/families:

Traumatic brain injuries can happen in any number of ways:

Anytime a person’s head is struck by an object (or their head strikes an object), a TBI can result. It can can happen in the following ways:

· in a slip and fall

· A bike accident

· A car, truck or bus accident

· While playing sports

· in a workplace incident

· During a violent assault.

Approximately 1.7 million people suffer traumatic brain injuries in a given year.

While the severity of a TBI can vary greatly, even mild TBIs can have lasting effects on both the victim and his or her loved ones.

The first concern after an accident is how the victim is doing.

If a person has suffered any type of brain injury, they should seek medical care immediately — and seek compensation for their injuries wherever possible.

However, one aspect of TBIs that many people overlook is how it can affect the people closest to the victim — their family and friends.

How families are impacted

Traumatic brain injuries often require long-term medical care and rehabilitation.

They may require hospitalization

Ongoing care at a rehab facility

Specialized medical equipment at home

Round-the-clock care from medical professionals.

Even if medical care is being provided by professional staff, family members often fall into the role of caregivers for their injured spouse, sibling, parent, child, or another loved one.

This can be a heavy burden on a family as they struggle to meet ongoing responsibilities of their own on top of taking care of a loved one who has been hurt.

Think of it this way: a wife whose husband has suffered a TBI now has to take care of her own responsibilities, such as work and childcare, in addition to those of her husband, who is now not able to take of his share of the family workload.

This may mean being the only parent to take the kids to sports games and practices, to and from school, or taking them to the doctor.

It often means being the only adult doing basic household chores—including mowing the grass, shopping for and cooking food, doing the laundry, and more.

It can be a tremendous physical burden on a family member.

But beyond the actual physical necessities, in the aftermath of a TBI, many family members find themselves coping with emotional or mental health issues.

Many victims of TBIs suffer from depression or other mental health issues that can impact the entire family.

This can increase the difficulty of caring for a loved one who may be:

Angry

Anxious

Violent as a result of his or her injury.

· The family members may themselves be mourning the loss of the person that they once knew and the life that they used to live.

· On top of helping their loved one recover from their injury, this can be incredibly difficult.

· The family may also be struggling financially after a traumatic brain injury.

· The victim may never be able to work again and the medical expenses involved in caring for a person with a TBI can be significant (including therapies, special equipment, appointments, surgeries, and mental health care).

· Family members may be unable to work (or to work full-time) to care for the victim, adding further strain to the family’s finances.

· Understand how a TBI impacts the entire family is crucial to getting the fullest possible recovery in a lawsuit for an accident involving a brain injury.

· It often isn’t enough to simply get medical coverage or lost wages for the person who was hurt; it may require seeking additional damages to help the family navigate the situation for years to come.

· That is why it is so important to seek out an attorney who has specific experience in handling personal injury cases involving traumatic brain injuries, one who understands how a TBI can impact an entire family physically, mentally and financially.

Strategies and accommodations for learners with penetrative brain injury

· Students with traumatic brain injuries are becoming increasingly more prevalent.

· Brain injury can result from two types of trauma

o external events, such as closed head trauma or an object penetrating the brain; or internal events, such as cerebral vascular accidents, tumors, ingestion of toxic substances, hypoxia, or infections of the brain.

o These students often exhibit one or more of the following symptoms: short-term memory problems, serious attention deficits, behavior problems, problems of judgment, and serious anxiety attacks.

· Strategies that can be used with learners/students who have traumatic brain injuries.

· Changes in symptoms and conditions can happen at any time, this may require changes in accommodations and education programs – herein are a few strategies that may be appropriate

· Teachers may use the following:

· Demonstrating new tasks and provide examples, charts and other graphic cues where possible to show ideas  and concepts

· State instructions clearly – go over each step and make sure learners understand the instructions.

· Paraphrase information to help with recall

· Review and summarize often

· Repeat all key points

· Provide enough time for task completion – learners with TBI often need extra time to process information and complete tasks and to respond to verbal cues and questions.

· Encourage the use of schedule , checklists  and notebooks to assist in organizing daily information.

· Break assignments into smaller parts break complex tasks down into steps.

· Be prepared for reduced stamina and increased fatigue.

· Allow learners to tape record lectures.

· Assist learners in obtaining a note taker.

· Have learners sit in front of the class – it helps with attention, concentration and minimized distractions.

References

1. Traumatic Brain Injury | National Institute of Neurological Disorders and Stroke. (n.d.). National Institute of Neurological Disorders and Stroke. Retrieved June 13, 2022, from https://www.ninds.nih.gov/health-information/disorders/traumatic-brain-injury

2. Penetrating Brain Injury. (n.d.). National Institute of Neurological Disorders and Stroke. Retrieved June 13, 2022, from https://www.autoaccident.com/penetrating-brain-injury.html

3. Penetrating Brain Injury. (n.d.-b). Autoaccident.Com. Retrieved June 13, 2022, from https://www.autoaccident.com/penetrating-brain-injury.html

4. Nall, R. M. (2021, December 14). Brain Damage: What You Need to Know. Healthline. Retrieved June 13, 2022, from https://www.healthline.com/health/brain-damage#symptoms

5. Parker, L. H. (2017, July 19). How Traumatic Brain Injuries Can Affect The Whole Family. Law Offices of Larry H. Parker. Retrieved June 13, 2022, from https://www.larryhparker.com/how-traumatic-brain-injuries-can-affect-the-whole-family/

6. Traumatic Brain Injuries -- Teaching Strategies. (n.d.). Walter State Community College. Retrieved June 13, 2022, from https://www.ws.edu/student-services/disability/teaching/brain.shtm

7. Teaching Strategies for Deaf or Hearing-Impaired Students. Retrieved from https://www.cavehill.uwi.edu/CETL/resources/teaching-strategies-for-deaf-or-hearing-impaired-s.aspx

8. Brain Injury and the Educational Impact. (2022, May 12). Vimeo. Retrieved June 17, 2022, from https://vimeo.com/527968213?embedded=true&source=vimeo_logo&owner=132593217

9. Harris, M. J. (2014, February 1). Part III: Best Practices for Teaching Students with TBI. YouTube. Retrieved June 17, 2022, from https://www.youtube.com/watch?v=XETNMmVfKm8

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What used to be known as ADD, Inattentive ADHD is a subtype of attention deficit hyperactivity disorder that often manifests as limited attention span, distractibility, forgetfulness, or procrastination.

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The American Psychiatric Association's diagnostic manual for ADHD, the DSM-V, lists nine symptoms of inattentive ADHD.

In a child or adolescent, at least six of these must be present and must significantly disrupt a patient’s life in order to merit a diagnosis.

After age 17, only five symptoms must be present to warrant a diagnosis of ADHD.

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

Often has trouble holding attention on tasks or activities or is  easily distracted.

Often does not seem to listen when spoken to directly.

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

Often has trouble organizing tasks and activities.

Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time.

Often loses things necessary for tasks and activities (e.g. school materials, wallet, mobile phone).

Is often forgetful in daily activities.

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For parents who are trying to determine whether their child demonstrates symptoms similar to those of attention deficit disorder (ADHD or ADD) — and the inattentive sub-type in particular, this observational questionnaire could provide useful information to be shared with a licensed, mental health practitioner.

They are the only qualified profession which can make an accurate, clinical evaluation.

The following would be answered ranging from "often" to "never".

After I’ve given my child instructions with several steps, he can complete the first step or two but then forgets what comes next.

When I talk to my child, she seems as if she isn’t paying attention. She may stare off into space while I am talking and then pause for a long time before answering me.  (I immediately thought of pre-teens and teens, but this goes for all, despite their annoyance with bothersome adults :))

My child is easily distracted. For example, when getting ready for school in the morning she may stop to look at something, play with a toy, or watch television — and forget what she is supposed to be doing to get out the door on time.

My child has trouble making friends. Other children say he seems disinterested in anyone else and mostly stays to himself.

My child seems like she is in a world of her own. She stares into space and daydreams.

My child misses important information in school because he is distracted by something interesting outside the window or activity in the hallway.

My child has difficulty completing chores because he misses steps, forgets instructions, or breaks items because he is rushing or being careless.

My child has trouble managing time. For example, he inaccurately guesses how long a task is going to take, even if he has completed the task before.

My child does well on short school assignments, such as worksheets, but struggles to complete longer assignments, such as essays.

When working on essays and other work that requires sustained attention, he has to be redirected back to the task several times.

My child’s teacher has complained that she is defiant because she doesn’t seem to listen when the teacher is talking or doesn’t remember steps after they have been explained.

My child procrastinates starting any long-term school projects and only works on projects when prompted. Even then, he will only work for a short time before being distracted.

My child doesn’t complete homework assignments because she forgets to bring home needed supplies, loses worksheets, or forgets to write down the assignment in detail.

When playing with toys, my child changes games quickly, moving from one thing to another every few minutes. Other times, he may get lost in an activity or a game for hours if it piques his interest.

My child seems unmotivated and procrastinates when she should be doing chores, homework, and schoolwork. Her teacher refers to her as an underachiever and implores her to “try harder.”

My child’s room is a mess, with clothes, papers, and toys scattered everywhere. Sometimes it is hard to find the floor. The teacher says his desk looks like a jumble of papers.

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Students with inattentive ADHD typically get about half the instructions relayed to them verbally — if that. Their notebooks are filled with more doodles than notes, and they may need to record and listen back to lectures several times to absorb all of the information.

A child with inattentive ADHD may rush through a quiz, missing questions he knows the answers to or skipping whole sections in his haste.

Unfinished classwork, half-done art projects, and incomplete reading assignments are all signs of attention problems in students.

Plans and starts projects but gets sidetracked and leaves a trail of incomplete assignments.

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Executive Function Disorder or Inattentive ADHD?

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Executive Function Disorder or Inattentive ADHD?

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One of the nine behaviors listed refers to being distracted by sounds or visual stimuli. Another refers to difficulty sustaining attention.

The remaining seven describe difficulties related to the concept of executive function — the ability to conceptualize a task, plan how to carry it out, and complete it in a timely way. (These problems can also be thought of as difficulties with organization and planning your time.) Thus, a child or adult who had difficulties with executive function alone could meet the criteria to be identified as having inattention.

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To help students with Inattentiveness (associated with ADHD), here are a few suggestions.

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

Post a written schedule for daily routines and rules to keep them on task.

When possible, let the student know ahead of time about schedule changes and possible room changes in the event they get disoriented.

Help Build Organizational Skills:

Use an assignment notebook or an electronic calendar with alerts of due dates

Provide folders and baskets of supplies to keep desk organized.

Color coded subjects for each subject.

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

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

Another suggestion was to have a buddy take notes.  I personally believe that this should be temporary as a student needs to move toward independence and accountability.  Also, over time, some "buddies" tend to get frustrated with long term assistance for a friend that "depends" too much on them.

Giving Instructions:

Keep instructions simple, clear, and concrete, having the student write and repeat orally what is to be accomplished

Write a simplified rubric rather than the detailed one provided for the whole class.

Chunk out the assignment into smaller tasks.

Assessments:

Minimize the number of questions and problems per worksheet.

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

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

Grade for content, not for neatness (yet progress towards neater writing and flow of information)

Give extra time and quieter space (less distraction) for work and tests.  Possible use of a partition or folding desk "office".

Managing Behavior

Use a behavior plan with a reward system (positive reinforcement reward).

Use non verbal communication (like a sticky note on the desk or a hand on a shoulder) to get the student’s attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student’s “emotional temperature” or frustration level.

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Inattentive ADHD described by psychiatrists.

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Inattentive ADHD described by psychiatrists.

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By now, most adults (especially parents and teachers) are pretty familiar at the telltale symptoms of ADHD, or attention-deficit/hyperactivity disorder. The rambunctious, restless, impulsive behavior inevitably draws attention to itself, especially in structured settings like school. ( Learn more about the difference between ADHD and just "being fidgety.")

While this type of brain disorder gets a lot of attention, another subtype of ADHD can more commonly fly under the radar. Inattentive ADHD, formerly known as ADD, is easy to miss in children, even byadults who spend tons of time with them.

You can categorize ADHD into three main types, according to Yamalis Diaz, PhD, psychologist at NYU Langone Health:

ADHD, predominantly inattentive subtype

ADHD, predominantly hyperactive/impulsive subtype

Combined subtype

Find out more about the three types of ADHD here.
Symptoms of Inattentive ADHD
Unlike the hyperactive behaviors typically associated with ADHD, the inattentive subtype includes less noticeable symptoms. Here are signs you may notice in a child with inattentive ADHD, according to Khadijah Watkins, MD, psychiatrist at New York-Presbyterian Hospital, Weill Cornell Medicine.

Many of these behaviors occur silently and do not necessarily catch the attention of parents or teachers. "With inattention, a lot of times these kids are not noticed right away, because they don't cause any real trouble," says Susan Samuels, MD, psychiatrist at New York-Presbyterian Hospital, Weill Cornell Medicine. "They're just not focused so much in school."

Since it's hard to "see" inattention, you can also look for these clues:

Not finishing homework or chores

Rushing through schoolwork and making careless mistakes

Full and messy backpacks

Messy desks

Difficulty finding things and frequently losing things

Zoning out during conversations

Avoiding or disliking tasks that require extended mental effort

Doodling instead of taking notes

How Inattentive ADHD Affects Children
Some kids with inattentive ADHD may be able to get by in school despite their challenges focusing-at least for a while. "Naturally smart children can sometimes mask that difficulty until the natural intelligence is outweighed by new content that needs to be learned," says Dr. Diaz.

Children may increasingly struggle to keep up in school. Even worse, teachers may be unsympathetic if they incorrectly perceive the student as lazy or apathetic (a common misconception of people with inattentive ADHD).

Kids with inattentive ADHD may also struggle socially. "It's hard for them to keep up with friends, [and] it's hard for them to keep up with rules," says Dr. Watkins. For example, a child with inattentive ADHD may be daydreaming when a friend passes them a football, or they might be doodling or zoning out when their group partners are doing all the work. Children might not always be patient, understanding, or forgiving of these off-task behaviors.

It can be just as frustrating to the social dynamic at home. Parents can become understandably frustrated by their kid's "careless" mistakes on schoolwork, disorganized backpacks and bedrooms, poor grades from missing or incomplete assignments, or even perceived laziness.
How Inattentive ADHD Is Treated
"ADHD is treated primarily with medications. There are also some therapies that can be helpful," says Dr. Samuels. Find out more information about medication options for ADHD.

Some medications may not treat all aspects of a child's inattentive ADHD. They may need therapy to help them learn skills or coping strategies to organize their folders better, manage time, focus in class, or finish tasks. These will be important skills as they age, while their classwork becomes more demanding and they are expected to work more independently.

Inattentive ADHD often goes unnoticed-and thus untreated-until adulthood. ( Here are signs of inattentive ADHD in adults.) Catching ADHD early can help a child learn crucial skills that can put them on a better path as they progress through school and beyond.

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Inattentive ADHD in Children: How to Recognize the Signs - GoodRx

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By now, most adults (especially parents and teachers) are pretty familiar at the telltale symptoms of ADHD, or attention-deficit/hyperactivity disorder. The rambunctious, restless, impulsive behavior inevitably draws attention to itself, especially in structured settings like school.

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Dodson, M.D., LF-APA, W. (2022, April 18). Inattentive ADHD Explained. Additudemag.Com. https://www.additudemag.com

Morin, A. (n.d.). Classroom Accommodation for ADHD. Understood.Org. https://www.understood.org/en/articles/classroom-accommodations-for-adhd

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MOVED TO GOOGLE DOC TO BE DELETED FROM HERE Reflection

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MOVED TO GOOGLE DOC TO BE DELETED FROM HERE Reflection

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As the students with inattentiveness present themselves as quiet, under the radar, I have noticed how they can be unseen.  This year there were several that were as described in the check list and in the video, a bit messy, incomplete assignments, escaping after the mini lessons, not sure where to begin even if was clearly #1. in a series of exercises.  Cubbies full of random things and "lost" papers.  Despite organizing with tabs in a binder or using a check list, some needed someone to actually wait as they completed the task of arranging before moving on.
The challenge I faced this year with students was that because of my role as an Instructional Assistant, it wasn't until the last term that the homeroom teacher raised concern with the SpEd teacher for observation.  Their needs were so high that I was dedicating more than 50% of my time in the class with only those students.  It was not balanced for the others in need.  If I set them off on a good path of work with clear expectations and understanding, as soon as I moved to another student, they would "go to the bathroom" or any avoidance techniques.
The SpEd teacher, after observation of one said it was strictly behavioral.  I agree to an  extent as it was learned helplessness.  This student also has a family profile, if you will, that is disengaged and has a lot of help in the household, hence the child has learned to get by with almost no effort with great success.  Then, I would like to have seen a BIP with an accountability piece for completed learning/assignments.  It was complicated as she did have several traits of inattentiveness which might have been paralleled with "could care less-ness".

Thankfully, even if late in the school year, by raising the issue on several occasions, finally another student was observed and confirmed what I suspected.

There was a Student of Concern meeting about them moving on to the next grade.

Something completely opposite yet checks off some inattentive boxes is a 2E (twice exceptional) student. Inattentive, off task, clutter in any place that is deemed his space, however not late on assignments and understands everything. He is "in his own world" which is light speed ahead of us all. I did check in with him on "what do you need Now" for this lesson? Not a hat or 5 library books or the important papers related to something else. It took some time to trust and let go of some habits. He was not ADHD, or inattentive, just ahead of the class and filling his time with his own wonders.

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Vuyolwethu Makapela

Jeanette Laugier
Brett Zinck

Niamh Lonergan

Andrew Nelson

Nikolai Kawabata Jessen-Petersen

Faith Chikukwa

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"Deaf" usually refers to a hearing loss so severe that there is very little or no functional hearing. "Hard of hearing" refers to a hearing loss where there may be enough residual hearing that an auditory device, such as a hearing aid or FM system, provides adequate assistance to process speech.
People who are deaf or hard of hearing may have speech that is difficult to understand due to the inability to hear their own voice.

Conductive Hearing Loss
Your ear is made up of three parts—the outer, the middle and the inner ear. A conductive hearing loss happens when sounds cannot get through the outer and middle ear. It may be hard to hear soft sounds. Louder sounds may be muffled.

Medicine or surgery can often fix this type of hearing loss.

Causes of Conductive Hearing Loss

This type of hearing loss can be caused by the following:

Fluid in your middle from colds or allergies.

Ear infection, or otitis media. Otitis is a term used to mean ear infection, and media means middle.

Poor Eustachian tube function. The Eustachian tube connects your middle ear and your nose. Fluid in the middle ear can drain out through this tube. Fluid can stay in the middle ear if the tube does not work correctly.

A hole in your eardrum.

Benign tumors. These tumors are not cancer but can block the outer or middle ear.

Earwax , or cerumen, stuck in your ear canal.

Infection in the ear canal, called external otitis. You may hear this called swimmer’s ear.

An object stuck in your outer ear. An example might be if your child put a pebble in his ear when playing outside.

A problem with how the outer or middle ear is formed. Some people are born without an outer ear. Some may have a deformed ear canal or have a problem with the bones in their middle ear .

Sensorineural Hearing Loss

Your ear is made up of three parts— the outer, the middle and the inner ear. Sensorineural hearing loss, or SNHL, happens after inner ear damage. Problems with the nerve pathways from your inner ear to your brain can also cause SNHL. Soft sounds may be hard to hear. Even louder sounds may be unclear or may sound muffled.

This is the most common type of permanent hearing loss. Most of the time, medicine or surgery cannot fix SNHL. Hearing aids may help you hear.

Causes of Sensorineural Hearing Loss

This type of hearing loss can be caused by the following things:

Illnesses.

Drugs that are toxic to hearing.

Hearing loss that runs in the family.

Aging.

A blow to the head.

A problem in the way the inner ear is formed.

Listening to loud noises or explosions.

Mixed Hearing Loss

Sometimes, a conductive hearing loss happens at the same time as a sensorineural hearing loss, or SNHL. This means that there may be damage in the outer or middle and inner ear or nerve pathway to the brain. This is a mixed hearing loss.

Causes of Mixed Hearing Loss

Anything that causes a conductive hearing loss or SNHL can lead to a mixed hearing loss. An example would be if you have a hearing loss because you work around loud noises and you have fluid in your middle ear. The two together might make your hearing worse than it would be with only one problem.

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3 Types of Hearing Loss - Applied Hearing Solutions

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·       Muffling of speech and other sounds

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

·       Trouble hearing consonants

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

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

·       Withdrawal from conversations

·       Fewer educational and job opportunities due to impaired communication

·       Social withdrawal due to reduced access to services and difficulties communicating with others

·       Emotional problems caused by a drop in self-esteem and confidence.

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Hearing Loss? - 10 Hearing Loss Symptoms

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Impact of Hearing Loss on School Performance

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Impact of Hearing Loss on School Performance

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It doesn’t really matter if it’s mild or minimal hearing loss, tinnitus, sensorineural, or profound, any amount of hearing loss will affect a child’s performance in school and is often directly proportional to the severity of the loss.

Students who are hearing impaired lose access to a great deal of information from the conversations surrounding them every day. Many words sound the same to them, so they’re forced to use a great deal of effort to try to distinguish what’s being said around them, in addition to conversations directed to them.

The extra listening effort is required constantly, and can quickly lead to fatigue for the child. Some additional factors that contribute to listening effort fatigue include:

Auditory Bombardment
If a child is wearing some sort of hearing aid device, they’re being bombarded with a huge amount of auditory stimulation that’s very difficult to ignore.

Identifying Speech Sounds
Many words sound the same or very similar to children with hearing loss. They must spend a considerable amount of effort just differentiating speech sounds, like the difference between mother and brother, or father and daughter.

Cognitive Load
When new content is presented to a student with hearing loss, they spend most of their energy identifying speech sounds. This leaves them little cognitive power to process and store the new information.

Stressful Learning
For normal hearing students, most of these issues are addressed easily, with very little conscious thought needed. For children suffering with a hearing disorder, the constant listening, learning and rethinking is very tiring and extremely stressful. Studies have suggested that learning cannot even occur during periods of stress.

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Teaching Strategies to Support Deaf Students

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Teaching Strategies to Support Deaf Students

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1.Ensure there is a clear line of sight
You can help your hard-of-hearing students by inviting them to sit at the front of the classroom if they want to. If your student is using an interpreter or relying on lip-reading, visual clues or a hearing aid, being closer to the front will help them learn.

Ensure you are facing the classroom when you speak, not the whiteboard. Good lighting is also a must so they can see you clearly.

Speak normally and clearly, emphasizing keywords. Repeat and rephrase when necessary.

If you are organizing a group activity, help students who lip-read by positioning the group in a circle so that the deaf learner can see all the other participants as they speak.
2. Provide written handouts & visual aids

Deaf learners who are lip-reading, watching an interpreter or using a hearing aid may find it difficult to take notes from a whiteboard at the same time. So your deaf students don’t miss anything important, make all information and announcements from class available as a written handout.

Visual aids and learning materials are a great way to support deaf learners but it’s important not to rush through visual content, particularly when you are speaking at the same time.

Give your deaf learners time to look at the visual content and take it in before you start speaking. They need time to switch between the visual and the auditory.

3.Show captioned or interpreted video
If you are using video as part of your class teaching, try to find captioned or sign language interpreted options. If these aren’t available, consider how else to engage your deaf student with the learning material in the video.

The most important thing for teachers is to be as inclusive as possible every step along the deaf learners’ journey.

4. Reduce background noise
For students who use a hearing aid, it helps if you reduce the amount of background noise in the room. Easier said than done in some noisy classrooms! Besides managing student behavior, however, think of other ways you can limit background noise in the room. Can you close the windows and doors, for example?

Clearly repeating questions or responses from other students in the class will help your deaf learners understand what their classmates are saying.

You want your deaf and hard-of-hearing students to feel included in your class conversations. Ask them how they will feel most comfortable participating in class discussions.

5. Use available resources
You could consider learning sign language and encourage other class members to learn sign language too. Additionally, you can use the technology available to assist deaf learners.

For example, if possible, allow deaf students to record the lesson with live remote captioning, or provide a recording of the lesson yourself so that a transcript can be made available later.

Some hearing aids have a transmitter and receiver system with a clip-on microphone for the speaker so find out if this equipment might be useful to your deaf student.

Send your students copies of your teaching notes and any visual aids you used in the lesson. Wherever you can, make use of resources like peer tutoring, special educators, interpreters, notetakers, therapy services and teacher aides.

6. Check-in with your deaf students
Make sure your deaf students know that you are there for them and adjust your teaching strategies according to whatever they feel comfortable with.

Respecting their choices is important. You want to help empower them to be the best learners they can be. Before, during and after a lesson check that they have understood what you are teaching and repeat anything they ask you to repeat.

According to the deaf health charity, Sign Health, deaf children are 30% to 50% more likely to experience mental health challenges, compared to hearing children. If your deaf student is experiencing challenges to their mental health, it is important as their teacher that you know how you can help.

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American Speech-Language-Hearing Association. (2009). Conductive Hearing Loss. Asha.org. https://www.asha.org/public/hearing/conductive-hearing-loss/

American Speech-Language-Hearing Association. (2009). Sensorineural Hearing Loss. Asha.org. https://www.asha.org/public/hearing/Sensorineural-Hearing-Loss/

Better Health Channel. (2012). Hearing loss - how it affects people. Vic.gov.au. https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/hearing-loss-how-it-affects-people

How are the terms deaf, deafened, hard of hearing, and hearing impaired typically used? | DO-IT. (2019). Washington.edu. https://www.washington.edu/doit/how-are-terms-deaf-deafened-hard-hearing-and-hearing-impaired-typically-used

Mayo Clinic. (2019, May 10). Hearing loss - Symptoms and causes. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/hearing-loss/symptoms-causes/syc-20373072

Mixed Hearing Loss. (2009). Asha.org. https://www.asha.org/public/hearing/Mixed-Hearing-Loss/

7 Teaching Strategies to Empower Deaf Students | Deaf Unity. (n.d.). Deafunity.org. https://deafunity.org/article_interview/7-teaching-strategies-to-empower-deaf-students/

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The document is extremely helpful as it gives a clear, indebt description on various low incidence disabilities as well as ADHD.

I think this document would have been extremely useful in my first year of teaching when I had a basic understanding of many of these disabilities. I think the section I would have found the most useful is the various teaching strategies suggested to use on students with these disabilities. During my first year of teaching, I was placed in a school where there was no learning support of any kind and I remember one student in particular who had ADHD, however at the time I did not know it was that. I believe if I had this document at hand, it could have been extremely helpful to me and all the other teachers at my school as we could have understood the disability more and implemented the suggested teaching strategies to help the student meet the learning objectives at that time.

I also think this document is going to be extremely useful in the future. Each disability contains plenty of information about the cause, the impact on students and teaching strategies. I think, in the future, I will be able to use this as an aid if I think a student has one of these disabilities. I will be able to look at disability and the symptoms and try and understand which disorder he or she has and then implement different strategies to help the student.

I also like how there are a lot of informative videos embedded in this resource. I really enjoy listening to informative videos commuting to work, it is a great way to refresh your memory. In the future I will be able to watch the embedded videos on my way to work or on the way home.  This will ensure I continue to have a clear understanding of each disability.

Teaching has got to be one of the most creative, innovative jobs out there. There simply isn’t  a one size fits all approach to teaching. That is why a document like this can be extremely helpful. It is important we adapt our teaching methods according to whatever the students’ needs and this type of resource can help us do just that.

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"People with hyperactive ADHD feel the need for constant movement. They often fidget, squirm, and struggle to stay seated. Children often appear to act as if “driven by a motor” and run around excessively. People of all ages may talk non-stop, interrupt others, blurt out answers, and struggle with self-control. This type of ADHD is more recognizable and more often diagnosed in children and men." (Williams, 2021)

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"Physicians use the symptoms described in the DSM-V to identify ADHD. The DSM-V lists nine symptoms that suggest ADHD Primarily Hyperactive and Impulsive, and nine that suggest ADHD Primarily Inattentive. A clinician may diagnose a child with ADHD only if they exhibit at least six of nine symptoms from one of the lists below, and if the symptoms have been noticeable for at least six months in two or more settings — for example, at home and at school." (Williams, 2021). Here are the symptoms of ADHD Hyperactive-Impulsive:

"

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

Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the workplace, or in other situations that require remaining in place).

Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, this may manifest as feeling restless.)

Often unable to play or engage in leisure activities quietly.

Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to remain still — in restaurants or meetings, for example — for any extended time without significant discomfort; others may say the patient is restless, fidgety, or difficult to keep up with).

Often talks excessively.

Often blurts out an answer before a question has been completed (e.g., completes people’s sentences).

Often has difficulty waiting his or her turn (e.g., while waiting in line, while speaking in conversations).

Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing)." (Williams, 2021)

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The disability will impact the student because they will struggle to get the work done that they need to get work done. It is very difficult for a student with ADHD Hyperactive-Impulsive type to control their focus, and as a result, their focus is in multiple different locations. As a result, everything only gets a part of their attention, and they miss important signs and social cues from others as well. As a result of this, the impact on the peers of the student with ADHD Hyperactive-Impulsive type is large as well. Peers may find it difficult to engage in social interactions with the student because the student's attention will constantly be jumping from one area to the next, in addition, it requires time to slow down and think about consequences of actions and the impacts of actions, which is crucial for healthy social interactions, and this is something that the student will struggle with.

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In regards to strategies, something that has proven to be effective is a combination of mindfulness and metacognition. Mindfulness allows the student with ADHD Impulsive-Hyperactive type to slow down and be aware of thoughts and actions, the goal following this is to re-direct the attention of these thoughts and actions on a specific focus. The metacognition piece is where the student will reflect on their thoughts and actions and reflect on what worked and what  didn't work so well.

In terms of accommodations, here is a list of typical accommodations that may support a student with ADHD hyperactive-impulsive type:

"Setting up the classroom environment

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

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

Designate a quiet work space in the classroom.

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

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

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

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

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

Have a buddy take notes for the student.

Giving instructions

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

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

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

Help the student break long assignments into smaller chunks.

Completing tests and assignments

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

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

Minimize the number of questions and problems per worksheet.

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

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

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Managing behavior

Use a behavior plan with a reward system.

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

Talk through behavior problems one-on-one.

Check in frequently to monitor the student’s “emotional temperature” or frustration level." (Morin, n.d.)

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Morin, A. (n.d.). Classroom accommodations for ADHD. Understood. https://www.understood.org/en/articles/classroom-accommodations-for-adhd

Williams, P., ADDitude Editors, & Dodson, W., MD. (2021, August 16). What Are the 3 Types of ADHD? ADDitude. https://www.additudemag.com/3-types-of-adhd/

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This resource will be very helpful for me in the future, particularly for the information about other health disabilities as a large number of the students that I work with have ADHD. Learning and improving my understanding of ADHD will be extremely helpful as the more I understand about it the more I see certain strategies that would be more effective for working with the students that I work with. I think that it is often said for students on the autism spectrum that if you've met one person on the autism spectrum, you've met one person on the autism spectrum, but I believe that the same should be said for ADHD. While I guess there is more consistent overlap in how it affects an individual with ADHD, I think that certain executive functioning skills are more specifically affected with certain strategies that work more specifically for certain students. I think the knowledge that I have now would have been so helpful in my first year and I wish taht I had known everything that I know now. However, I think I learned a lot through my experiences and failures in my first year of teaching that were helpful for me in the long run, and actually gave me the motivation to pursue this Master's! So everything happens for a reason.