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A Child With Needs: Emotional Behavioral Disorder Accommodations and Modifications

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A Child With Needs: Emotional Behavioral Disorder Accommodations and Modifications

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·      This blog touches on different types of disability from a mom and a professional.

·      I included this resource because it gives modifications that have worked from experiences for children with EBDs. As a teacher, using some of these modifications in a future classroom may be helpful to try.

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The following is a list of needs and modifications to help a child with an emotional behavioral disorder, EBD, find success in all environments.

Need 1:

Kids with an Emotional Behavioral Disorder may have difficulty establishing a variety of relationships
Modification:

Set up goals aimed at social interactions

Use role-playing situations

Use seating arrangement to encourage social interaction.

Need 2:

Children with an emotional behavioral disorder often have skewed views of their long term possibilities and desires
Modification:

Include students with EBD in the planning process and IEP, so they can visual and voice their goals.

It can also help for them to note the goals it will take to get there.

Need 3:

Children with an Emotional Behavioral Disorder are often achieving academically below their non-disabled peers in reading, writing, and arithmetic.
Modification:

Set up personalized goals and strategies, so that the child can find success.

Early detection and intervention is the best strategy

Children with Emotional Behavior Disorders may present extra challenges to caregiver in forms of outbursts and disobedience. The caregiver cannot give into this as it only validates the child's behavior. Instead caregiver needs to challenge students to keep them learning new skills

Need 4:

Children with an Emotional Behavioral Disorder may appear easily distracted, less attentive, and have poor concentration
Modification:

Set clear rules and expectations with visual stimulating material.

By setting up an environment and materials that are stimulating, children can stay more engaged and interested.

Need 5:

Children with an Emotional Behavioral Disorder may be dishonest, blame others, manipulate situations, and bully others
Modification:

Clearly post rules

Stay consistent in expectations

Set limits and Boundaries

Use behavior contracts

Use a highly structured environment

Develop a cue word for the child to note inappropriate behavior

Need 6:

Students with Emotional Behavioral disorders are often truant from school and disruptive when present
Modification:

Communicate with parents, so similar strategies and expectations are used at home

Need 7:

Kids with an Emotional Behavioral Disorder often have low-self esteem, high stress points, and may engage in self-injurious behaviors
Modification:

Establish a quiet cool off area

Teach self-talk to relieve stress and anxiety

Teach and put in place self-monitoring and self-control techniques

Provide time for relaxation techniques

Be aware of your speech and non-verbal cues when talking to the student

Related Articles to 'Emotional Behavioral Disorder: Accommodations and Modifications'
Emotional and Behavioral Disorders: A Quick Break Down Emotional and Behavioral Disorders: Definitions and Challenges

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The following is a list of needs and modifications to help a child with an emotional behavioral disorder, EBD, find success in all environments. Need 1: Kids with an Emotional Behavioral Disorder may have difficulty establishing a variety of relationships Modification: Set up goals aimed at social interactions Use role-playing situations Use seating arrangement to encourage social interaction.

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·      This video gives a great understanding for those who are willing to learn a bit more about what autism is like for those who have it.

·      I would use this video in the classroom to show students what some of their peers might have and what they go through. I think it would be a good opportunity to teach the importance of being kind to others, as you do not know what others are going through. I would make sure the students know that the video occasionally does not use the proper person-first language that we would use today.

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·      This blog is written by dad Rob Gorski who has 3 children with autism spectrum disorder. He includes a variety of different kinds of posts, that features good days and not so good days that he has with his family.

·      This would be a blog that you could share with parents and families of students with autism. It would help as a resource that they might be able to relate to as well as provide strategies on working with them if they are struggling.

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·      Braille Translator allows anyone to copy and paste text and have it translated into Braille.

·      This resource is great for educators who may have a blind or visually impaired student in the classroom. Once you copy and paste text into the box and get the Braille visual, you can print out the mirror image to be able to punch out Braille dots for your students. Any article that students may read in class can now be accessible for blind or visually impaired students as well.

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Welcome

BrailleTranslator.org is a simple way to convert text to braille notation. We support nearly all Grade Two braille contractions.

Please consider that a 100% correct braille translation can only be done by a human, as this requires an understanding of the text content. Some Grade 2 Contractions require a text understanding that a machine can't have. For example, the combination wh can be replaced by one character in grade 2, but not when the word is combined of two words. So a(wh)ile is OK, but ra(wh)ide is not.

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CDC: Communicating With and About People With Disabilities

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CDC: Communicating With and About People With Disabilities

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·      This PDF document is about the importance of person-first language and gives examples of language to avoid when talking about or with people with disabilities.

·      Person-first language is a priority when talking to and about people with disabilities, so the resource provides good examples of words to avoid and all the different ways you can use person-first language. Helpful to teach students, coworkers, parents, etc.

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Education Corner: Emotional and Behavioral Disorders in the Classroom

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Education Corner: Emotional and Behavioral Disorders in the Classroom

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·      This website provides a brief description about what emotional and behavioral disorders are, and what symptoms and signs might look like in students.

·      I chose this resource because it includes strategies that might help students adapt in a classroom environment and develop their positive behavior.

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by Becton Loveless

"Emotional and Behavioral Disorder" is an umbrella term under which several distinct diagnoses (such as Anxiety Disorder, Manic-Depressive Disorder, Oppositional-Defiant Disorder, and more) fall. These disorders are also termed "emotional disturbance" and "emotionally challenged." According to the Individuals with Disabilities Education Act (IDEA), children with emotional and behavioral disorders exhibit one or more of these five characteristics:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors.

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

3. Inappropriate types of behavior or feelings under normal circumstances.

4. A general pervasive mood of unhappiness or depression.

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

IDEA guarantees students access to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) possible. As such, students diagnosed with emotional disorders (ED) are often included in general education classrooms. However, severe cases often require students to be taught in special education "cluster units," self-contained programs, or even separate schools.

Under the umbrella term of Emotional and Behavioral Disorders, there are two categories: Psychiatric Disorders and Behavioral Disabilities.

Psychiatric Disorders

This category encompasses a wide range of conditions. Psychiatric disorders are defined as mental, behavioral, or perceptual patterns or anomalies which impair daily functioning and cause distress. Some of the most common examples of these diagnoses include:

Anxiety Disorder

Bipolar Disorder (aka Manic-Depressive Disorder)

Eating Disorder (such as anorexia, bulimia, and binge-eating disorder)

Obsessive-Compulsive Disorder

Psychotic Disorder

From a teacher's perspective, psychiatric disorders present a profound challenge for a number of reasons. For one, schools are not hospitals, and teachers can not be expected to "treat" these disorders. Students who struggle with these sorts of challenges are often undergoing treatment and may be receiving medication. Medication can affect people in unexpected ways and, because medical information is confidential, teachers may be unaware why students are acting the way they are. This makes it difficult to respond appropriately to certain behaviors. Additionally, students suffering from these conditions may be simply unable to meet academic and behavioral expectations. In such cases, students need to receive special education interventions of some sort, and may need to be moved into a special education classroom.

Behavioral Disabilities

Children with behavioral disabilities engage in conduct which is disruptive to classroom functioning and/or harmful to themselves and others. To be diagnosed as a behavioral disability, the behaviors must not be attributable to one of the aforementioned psychiatric disorders.

There are two categories of behavioral disabilities: oppositional defiant disorder and conduct disorder.

Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an unwillingness to cooperate or follow directions. Children with this condition are not violent or aggressive, they simply refuse to cooperate with adults or peers.

Conduct disorder is much more severe. This disorder is characterized by aggression, violence, and harm inflicted on self and others. Students with conduct disorder typically need to be taught in special education classrooms until their behavior has improved enough to allow contact with the general education population.

Strategies for Teaching Students with Emotional and Behavioral Disorders

As with other conditions, students with emotional and behavioral disorders need a positive, structured environment which supports growth, fosters self-esteem, and rewards desirable behavior.

Rules and Routines

Rules need to be established at the beginning of the school year, and must be written in such a way as to be simple and understandable. The wording of rules should be positive: "Respect yourself and others" is a better rule than "Don't hurt anyone." Keep it simple: 6 rules or less.

Consequences for breaking rules should also be established at the beginning of the school year, and applied consistently and firmly whenever the rules are broken. The consequences must be consistent and predictable. When administering consequences, provide feedback to the student in a calm, clear manner. That way, the student understands why the consequence is necessary. Try to avoid becoming emotionally reactive when rules are broken. Emotional reactivity gives the student negative attention, which many children find very rewarding. Remain calm and detached, be firm yet kind. It's a difficult balance to achieve, but crucially important for positive results.

Routines are very important for classroom management. Students with emotional and behavioral disorders tend to struggle with transitions and unexpected change. Going over a visual schedule of the day's activities is an effective way to start the day, and helps the students feel grounded.

Techniques for Supporting Positive Behavior

Students with emotional and behavioral disorders often need to receive instruction in a special education setting because their behavior is too maladaptive for a general education classroom. Here are a few ideas to guide and support growth towards more positive, adaptive behavior:

Token Economy - Students earn points, or tokens, for every instance of positive behavior. These tokens can then be used to purchase rewards at the token store. In order for a token economy to be effective, positive behavior must be rewarded consistently, and items in the token store must be genuinely motivating for the student. This takes a fair amount of preparation and organization, but has proven to be quite effective.

Classroom Behavior Chart - A chart which visually plots the level of behavior of every student in the classroom. Students who are behaving positively progress upwards on the chart; those who are behaving negatively fall downwards. This makes every student accountable, and helps you monitor and reward progress. This won't work if difficult students perpetually stay on the bottom of the chart. Focus on the positive to the fullest degree possible, and keep them motivated.

Lottery System - Similar to the token economy, students who behave in positive ways are given a ticket with their name on it. These tickets are placed in a jar, and once or twice a week you draw one out. The winner of the lottery is rewarded with a prize.

Positive Peer Review - Students are asked to watch their peers, and identify positive behavior. Both the student who is behaving positively and the student who does the identifying are rewarded. This is the exact opposite of "tattle-telling," and fosters a sense of teamwork and social support in the classroom.

Teaching children with emotional and behavioral disorders can be extremely challenging. Remember: fostering and rewarding positive behavior has proven to be vastly more effective than attempting to eliminate negative behavior. Punishment and negative consequences tend to lead to power struggles, which only make the problem behaviors worse. It is not easy to remain positive in the face of such emotionally trying behaviors, but don't give up. Your influence could mean a world of difference to these students who are struggling with an incredibly difficult condition.

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Emotional and Behavioral Disorders in the Classroom

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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·      This article discusses the importance of school safety for students with disabilities. Often, students without disabilities are the focus and safety procedures do not include students with disabilities.

·      Making sure all students are safe is a priority. It is important to ask questions about what the student can and cannot do in safety procedures. Knowing the answers to these questions will help you and other teachers come up with a plan when safety procedures are put into action. This source provides these questions as well as an action plan for making safety procedures for students with disabilities.

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When we think about school safety, we often think of annual safety drills or the procedures we put in place to keep our campuses safe from intruders and during disasters. And while many of our schools have general crisis plans in place to support student safety, very few plans address the complex needs of students with disabilities.

School emergency procedures often call for students to move quickly, assume specific and often uncomfortable positions, hide, or be silent. For some of our students with disabilities, these requests can be challenging, or in some cases - impossible. So, what can we do to ensure they're prepared for actual crises and emergencies?

To keep our students safe in the event of a disaster or emergency, we need to dig deeper and develop detailed plans that are specific to students' individualized needs, much like an Individualized Education Program (IEP).

Developing Emergency Preparedness Programs that Support Students with Disabilities

Develop a Team - The team should evaluate your school's safety plan and create a basic plan for all students with disabilities. It's a good idea to include key personnel who regularly support and know the students, such as teachers, paraeducators, occupational or physical therapists, etc.

Checklist - Consider developing an individual checklist that teachers and administrators could use to determine the supports needed for a student in an emergency. The checklist should consider both the general characteristics of the student, but also as questions, such as, "Can the student..."

Be part of a large crowd during an evacuation?

Process information when directions must be followed quickly?

Move through a classroom or hallway independently?

Process the visual or auditory output from alarm systems, sirens, or people shouting?

Maintain a lockdown position for an extended period of time without medication and/or medical devices?

Action Plan

1. Analyze the overall state, district, and school crisis and disaster plans.

2. Use the student's IEP, schedule, and school layout to evaluate what might happen in an emergency.

3. Review the school layout and note any barriers to the student's access.

4. Brainstorm solutions to barriers.

5. Create an Individualized Emergency and Lockdown Plan (IELP).

6. Help students learn, understand, and practice the specific skills they will need to develop to stay safe.

This information is from the Exceptional Child online PD course School Safety for Students with Disabilities, by Dr. Laura Clarke and Dr. Dusty Columbia Embury.

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School Safety for Students with Disabilities - Exceptional Child

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When we think about school safety, we often think of annual safety drills or the procedures we put in place to keep our campuses safe from intruders and during disasters. And while many of our schools have general crisis plans in place to support student safety, very few plans address the complex needs of students with disabilities.

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Help Guide: Learning Disabilities and Disorders

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Help Guide: Learning Disabilities and Disorders

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·      This guide gives signs that a student may have a learning disorder, as well as what the different types of learning disorders are and a brief description of them.

·      This is included in my online resource collection because it a quick reference to access when students are struggling. Although teachers cannot diagnose students, they may be able to find resources based off of names of disabilities for students having similar issues to those disabilities. For students that are diagnosed, they will be able to use tips from the website to be able to support their students.

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What are learning disabilities?

Learning disabilities or learning disorders are umbrella terms for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation and kids with learning disabilities aren't lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently-and this difference affects how they receive and process information.

Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.

While every kid has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder.

Children with learning disabilities can, and do, succeed

It can be tough to face the possibility that your child has a learning disorder. No parent wants to see their child suffer. You may wonder what it could mean for your child's future, or worry about how they will make it through school. Perhaps you're concerned that by calling attention to your child's learning problems they might be labeled "slow" or assigned to a less challenging class.

But the important thing to remember is that most kids with learning disabilities are just as smart as everyone else. They just need to be taught in ways that are tailored to their unique learning styles. By learning more about learning disabilities in general, and your child's learning difficulties in particular, you can help pave the way for success at school and beyond.

Signs and symptoms of learning disabilities and disorders

Learning disabilities look very different from one child to another. One child may struggle with reading and spelling, while another loves books but can't understand math. Still another child may have difficulty understanding what others are saying or communicating out loud. The problems are very different, but they are all learning disorders.

It's not always easy to identify learning disabilities. Because of the wide variations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at different ages. If you're aware of what they are, you'll be able to catch a learning disorder early and quickly take steps to get your child help.

The following checklists offer some common red flags for learning disorders. Remember that children who don't have learning disabilities may still experience some of these difficulties at various times. The time for concern is when there is a consistent unevenness in your child's ability to master certain skills.

If you're worried, don't wait

Signs and symptoms of learning disabilities: Preschool age

Problems pronouncing words.

Trouble finding the right word.

Difficulty rhyming.

Trouble learning the alphabet, numbers, colors, shapes, or days of the week.

Difficulty following directions or learning routines.

Difficulty controlling crayons, pencils, and scissors, or coloring within the lines.

Trouble with buttons, zippers, snaps, or learning to tie shoes.

Signs and symptoms of learning disabilities: Ages 5-9

Trouble learning the connection between letters and sounds.

Unable to blend sounds to make words.

Confuses basic words when reading.

Slow to learn new skills.

Consistently misspells words and makes frequent errors.

Trouble learning basic math concepts.

Difficulty telling time and remembering sequences.

Signs and symptoms of learning disabilities: Ages 10-13

Difficulty with reading comprehension or math skills.

Trouble with open-ended test questions and word problems.

Dislikes reading and writing; avoids reading aloud.

Poor handwriting.

Poor organizational skills (bedroom, homework, and desk are messy and disorganized).

Trouble following classroom discussions and expressing thoughts aloud.

Spells the same word differently in a single document.

Paying attention to developmental milestones can help you identify learning disorders

Paying attention to normal developmental milestones for toddlers and preschoolers is very important. Early detection of developmental differences may be an early signal of a learning disability and problems that are spotted early can be easier to correct.

A developmental lag might not be considered a symptom of a learning disability until your child is older, but if you recognize it when your child is young, you can intervene early. You know your child better than anyone else does, so if you think there is a problem, it doesn't hurt to get an evaluation. You can also ask your pediatrician for a developmental milestones chart or access one in the Get more help section below.

Problems with reading, writing, and math

Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.

Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.

Signs of reading difficulty include problems with:

Letter and word recognition.

Understanding words and ideas.

Reading speed and fluency.

General vocabulary skills.

Learning disabilities in math (dyscalculia)

Learning disabilities in math vary greatly depending on the child's other strengths and weaknesses. A child's ability to do math will be affected differently by a language learning disability, a visual disorder, or a difficulty with sequencing, memory, or organization.

A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number "facts" (like 5+5=10 or 5×5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.

Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.

Symptoms of a written language learning disability revolve around the act of writing. They include problems with:

Neatness and consistency of writing.

Accurately copying letters and words.

Spelling consistency.

Writing organization and coherence.

Other types of learning disabilities and disorders

Reading, writing, and math aren't the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.

Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an "output" activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.

Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain or communicate something.

Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story, the fluency of speech, and the ability to understand the meaning of words, directions, and the like.

Auditory and visual processing problems: the importance of the ears and eyes

The eyes and the ears are the primary means of delivering information to the brain, a process sometimes called "input." If either the eyes or the ears aren't working properly, learning can suffer.

Auditory processing disorder - Professionals may refer to the ability to hear well as "auditory processing skills" or "receptive language." The ability to hear things correctly greatly impacts the ability to read, write, and spell. An inability to distinguish subtle differences in sound make it difficult to sound out words and understand the basic concepts of reading and writing.

Visual processing disorder - Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye-hand coordination. Professionals may refer to the work of the eyes as "visual processing." Visual perception can affect motor skills, reading comprehension, and math.

Other disorders that make learning difficult

Difficulty in school doesn't always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.

ADHD - Attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.
[Read: ADHD in Children]
Autism - Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as autism and Asperger's syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.

Hope for learning disabilities: The brain can change

Science has made great strides in understanding the inner workings of the brain, and one important discovery that brings new hope for learning disabilities and disorders is called neuroplasticity. Neuroplasticity refers to the brain's natural, lifelong ability to change.

Throughout life, the brain is able to form new connections and generate new brain cells in response to experience and learning. This knowledge has led to groundbreaking new treatments for learning disabilities that take advantage of the brain's ability to change. Innovative programs, such as the Arrowsmith program, use strategic brain exercises to identify and strengthen weak cognitive areas. For example, for children who have difficulty distinguishing between different sounds in a word, there are new computer-based learning programs that slow down the sounds so that children can understand them and gradually increase their speed of comprehension.
[Read: Helping Children with Learning Disabilities]
These discoveries about neuroplasticity provide hope to all students with learning disorders, and further research may lead to additional new treatments that target the actual causes of learning disabilities, rather than simply offering coping strategies to compensate for weaknesses.

How does understanding the brain help a learning disorder?

Using a telephone analogy, faulty wiring in the brain disrupts normal lines of communication and makes it difficult to process information easily. If service was down in a certain area of the city, the phone company might fix the problem by re-wiring the connections. Similarly, under the right learning conditions, the brain has the ability to reorganize itself by forming new neural connections. These new connections facilitate skills like reading and writing that were difficult using the old connections.

Diagnosis and testing for learning disabilities and disorders

Since diagnosing a learning disability isn't always easy, don't assume you know what your child's problem is, even if the symptoms seem clear. It's important to have your child tested and evaluated by a qualified professional. That said, you should trust your instincts. If you think something is wrong, listen to your gut. If you feel that a teacher or doctor is minimizing your concerns, seek a second opinion. Don't let anyone tell you to "wait and see" or "don't worry about it" if you see your child struggling. Regardless of whether or not your child's problems are due to a learning disability, intervention is needed. You can't go wrong by looking into the issue and taking action.

Keep in mind that finding someone who can help may take some time and effort. Even experts mix up learning disabilities with ADHD and other behavioral problems sometimes. You may have to look around a bit or try more than one professional. In the meantime, try to be patient, and remember that you won't always get clear answers. Try not to get too caught up in trying to determine the label for your child's disorder. Leave that to the professionals. Focus instead on steps you can take to support your child and address their symptoms in practical ways.

The diagnosis and testing process for learning disabilities

Diagnosing a learning disability is a process. It involves testing, history taking, and observation by a trained specialist. Finding a reputable referral is important. Start with your child's school, and if they are unable to help you, ask your doctor or friends and family who have dealt successfully with learning disabilities.

Types of specialists who may be able to test for and diagnose learning disabilities include:

1. Clinical psychologists

2. School psychologists

3. Child psychiatrists

4. Educational psychologist

5. Developmental psychologist

6. Neuropsychologist

7. Psychometrist

8. Occupational therapist (tests sensory disorders that can lead to learning problems)

9. Speech and language therapist

Sometimes several professionals coordinate services as a team to obtain an accurate diagnosis. They may also ask for input from your child's teachers.

Integration, sequencing, and abstraction: Technical terms for how the brain works

A professional learning disorders specialist might refer to the importance of "integration" to learning. Integration refers to the understanding of information that has been delivered to the brain, and it includes three steps:

Sequencing, which means putting information in the right order.

Abstraction, which is making sense of the information.

Organization, which refers to the brains ability to use the information to form complete thoughts.

Each of the three steps is important and your child may have a weakness in one area or another that causes learning difficulty. For example, in math, sequencing (the ability to put things in order) is important for learning to count or do multiplication (as well as learn the alphabet or the months of the year). Similarly, abstraction and organization are important parts of numerous educational skills and abilities. If a certain brain activity isn't happening correctly, it will create a roadblock to learning.

Getting help for children with learning disabilities

When it comes to learning disabilities, it's not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child's school to make accommodations for your child and get specialized academic help. But don't overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child's education.

Learn the specifics about your child's learning disability. Learn about your child's type of learning disability. Find out how the disability affects the learning process and what cognitive skills are involved. It's easier to evaluate learning techniques if you understand how the learning disability affects your child.

Research treatments, services, and new theories. Along with knowing about the type of learning disability your child has, educate yourself about the most effective treatment options available. This can help you advocate for your child at school and pursue treatment at home.

Pursue treatment and services at home. Even if the school doesn't have the resources to treat your child's learning disability optimally, you can pursue these options on your own at home or with a therapist or tutor.

Nurture your child's strengths. Even though children with learning disabilities struggle in one area of learning, they may excel in another. Pay attention to your child's interests and passions. Helping children with learning disorders develop their passions and strengths will probably help them with the areas of difficulty as well.

Social and emotional skills: How you can help

Learning disabilities can be extremely frustrating for children. Imagine having trouble with a skill all of your friends are tackling with ease, worrying about embarrassing yourself in front of the class, or struggling to express yourself. Things can be doubly frustrating for exceptionally bright children with learning disabilities-a scenario that's not uncommon.

Kids with learning disabilities may have trouble expressing their feelings, calming themselves down, and reading nonverbal cues from others. This can lead to difficulty in the classroom and with their peers. The good news is that, as a parent, you can have a huge impact in these areas. Social and emotional skills are the most consistent indicators of success for all children-and that includes kids with learning disorders. They outweigh everything else, including academic skills, in predicting lifelong achievement and happiness.
[Read: Raising Emotionally Intelligent Children]
Learning disabilities, and their accompanying academic challenges, can lead to low self-esteem, isolation, and behavior problems, but they don't have to. You can counter these things by creating a strong support system for children with learning disabilities and helping them learn to express themselves, deal with frustration, and work through challenges. By focusing on your child's growth as a person, and not just on academic achievements, you'll help them to learn good emotional habits that set the stage for success throughout life.

Finding support while helping a child with learning disabilities

All children can be both exhilarating and exhausting, but it may seem that your child with a learning disability is especially so. You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don't have the information you need. After you learn what their specific learning disability is and how it is affecting their behavior, you will be able to start addressing the challenges in school and at home. If you can, be sure to reach out to other parents who are addressing similar challenges as they can be great sources of knowledge and emotional support.

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Learning Disabilities and Disorders - HelpGuide.org

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Does your child have a learning disorder? Learn the common warning signs and how to get help.

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·      This sight simulator allows you to enter any address and it will alter the map to show what it was like if someone with vision-impairment or who is blind viewed it.

·      This is a cool resource that allows students to see what it is like to have a vision-impairment. Students can plug in any address, such as their home, favorite park, or school, and view it from another perspective. It is a different way to teach empathy and acceptance.

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Noodle: Why Would a Special Education Teacher Advocate for Inclusive Education?

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Noodle: Why Would a Special Education Teacher Advocate for Inclusive Education?

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·      This post describes an experience that one special education teacher had with a student.

·      I included this article as a reminder for advocacy for inclusion. Many students with special needs are more than able to be a part of the general education classroom. They key is being able to have them work in a setting that outlines their strengths. As a future general education teacher, this article serves as a reminder for including all students in  my future classroom and teaching to all of their abilities.

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It's not easy to admit that you're wrong.

Years ago, when I was earning my teaching credential, my Positive Behavior Support professor tasked me with what seemed like the impossible: create a plan to include a student with a significant disability in a general education classroom, also known as inclusive education.

At the time, I was working as a behavior therapist with children who had autism, and I knew that sitting one-on-one with a student with a disability was much different than running an inclusive classroom. "Some students might be too challenged to succeed in a general education classroom," I thought. "Didn't they need a special place to learn?"

In many parts of the country, you don't need a teaching degree to become a special education teacher -and I had been teaching under a provisional credential while going to school for my degree.

My special education classroom-or "special day class"-consisted of five students ranging from fourth to sixth grade, all of whom were diagnosed with autism. This particular classroom was designated for students with moderate to severe autism, which manifested itself in language delays, communication challenges, and sensory sensitivities.

Teaching in a special education classroom is a tough gig. On my first day, my paraprofessional was running late and I had to escort my students up to the second floor of the school by myself. By the time we entered the classroom, I had five unhappy students and felt exhausted.

I felt like I had absolutely no idea what I was doing and, at times, it was hard to have hope.

To create an inclusion plan, I followed my professor's directions to choose a student I didn't think could tolerate a general education classroom. That student was Nathan, a practically non-verbal fifth-grader. Nathan engaged in self-injurious and physically aggressive behavior, and was vocally disruptive. With these issues and my professor in mind, I thought, "I'll show her. This will never work."

Only, it did.

I created an inclusion plan by examining Nathan's interests, preferred communication methods, and adaptive strengths. The idea was to discover who Nathan was, what he liked, and what he was good at. After outlining who Nathan was as an individual, the next step was to include a general education teacher who would design a lesson that would take Nathan's strengths into consideration.

Despite his communication and sensory issues, Nathan was a wizard with scissors; using them was one of his favorite things to do. If he wasn't cutting strips of paper or cardboard, he was shredding paper with his hands or picking up leaves outside and crumpling them in front of his eyes so that he could watch the pieces fall. I knew that whatever we were going to do in Nathan's classroom, it would involve cutting.

After a few more planning sessions, the day finally came for Nathan and I to walk down the hallway to a fifth-grade science class where students were creating a topographic map. Luckily for Nathan, this activity mainly involved cutting cardboard alongside 35 or so of his peers. For nearly an hour, he was engaged in something meaningful and age-appropriate. I was astonished at how calm and focused he was. I was in awe that he belonged.

Did that single activity set Nathan on a path of full inclusion? No, but once I saw that it was possible when planning a student's success based on their unique strengths, there was no turning back. By the end of the semester, I confessed to my professor that I was wrong. She accepted my defeat in the most gracious way possible and strongly encouraged me to think and do better.

The majority of students with significant support needs like Autism Spectrum Disorder, Down syndrome, and intellectual disabilities are educated in a separate classroom with little opportunity to learn alongside their mainstream peers. This is despite 30 years of research that says that inclusive education not only benefits students with disabilities but also their neurotypical peers.

Since the beginning of my teaching career, there has been a slow and steady movement toward inclusive practices, particularly the co-teaching model. In this method, one general education and one special education teacher work together to serve students with a wide range of abilities.

What has not changed is how our self-contained special education classrooms look and operate. While inclusion rates for students with learning disabilities have increased over the last ten years, students who have more significant disabilities are typically placed in separate classrooms and remain stagnant.

More importantly, the blueprint to increase the inclusion of students with significant disabilities in general education is well documented. It is going to take all stakeholders within a school system to push for inclusive practices and reduce the number of special classrooms. Perhaps, people need a life-changing experience like mine to become advocates for inclusive education.

Maybe in an ideal world, they'd only need a story.
Questions or feedback? Email editor@noodle.com

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Why Would a Special Education Teacher Advocate for Inclusive Education?

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It's not easy to admit that you're wrong. Years ago, when I was earning my teaching credential, my Positive Behavior Support professor tasked me with what seemed like the impossible: create a plan to include a student with a significant disability in a general education classroom, also known as inclusive education.

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·      Blog post that discusses how to make a sensory path in your school or classroom.

·      Sensory paths are a great way for students to take a physical or brain break from schoolwork. Physical or brain breaks can be beneficial for students with and without disabilities. They provide a quiet area for a student to take out their energy and focus on something other than schoolwork in a healthy, controlled way.

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I have seen so many amazing sensory paths in schools and have wanted to make one ever since. This summer I cut out some basic arrows using my Silhouette. I bought several different wall/floor stickers from wish.com. The stickers I ordered ended up being smaller than I expected, but it made it easy to make the path inside of my classroom. I have a small class and was able to make the path around my small group tables and along the walls. My kids love it!

Students begin by jumping on the arrows with their toes pointing in the same direction as the arrows.

When they get to the paw prints, they push against the lockers as hard and as silently as possible.

Next, they work on balance by following the train tracks.

The next part is the 'Fly Zone.' Students fly until they reach the green arrow.

At the green arrow they turn and follow the underwater path. Students squat/crawl/crab walk following the arrows to the submarines.

Finally, students come to the alphabet. F0r my older students, they jump from A-Z. Other students jump to spell their names. When our preschool friends use it, they just bunny hop on all of the letters. There is a red stop sign at the end of the alphabet that students hop on to show they are finished.

Our sensory path is very simple and plain compared to many that I have seen, but it works just the same. I would love to see pictures of sensory paths that you have in your classroom/school.

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I have seen so many amazing sensory paths in schools and have wanted to make one ever since. This summer I cut out some basic arrows using my Silhouette. I bought several different wall/floor stickers from wish.com. The stickers I ordered ended up being smaller than I expected, but it made it easy to make the path inside of my classroom.

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·      This source provides parents with the opportunity to connect to other parents and families that have similar situations as they do with students with special needs. To navigate the site, simply click on the “For Parents” link and the state in which you reside. After filling out information, you will be connected with someone!

·      I chose this resource because it can give the parents the opportunity to connect with another person who has gone through a similar situation that they have. It can provide emotional support and a resource for them to go to for advice on someone who has experienced the same types of things with their children or families in regards to students with disabilities.

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At Parent to Parent USA, when someone asks what we do, we say we empower and support parents, nationwide.

Why? Because we understand being a parent of a child with special needs can be a challenge - we've been there!

The journey is filled with hills and valleys and sometimes feels a little overwhelming. So, we're driven to ensure no parent feels alone. Ever.

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At Parent to Parent USA, when someone asks what we do, we say we empower and support parents, nationwide. Why? Because we understand being a parent of a child with special needs can be a challenge - we've been there! The journey is filled with hills and valleys and sometimes feels a little overwhelming.

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Perkins School for the Blind: eLearning Accessible Science Resources

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Perkins School for the Blind: eLearning Accessible Science Resources

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·      This site gives a variety of science activities that educators can use in their classrooms that are great for teaching students who are blind or visually impaired.

·      This site is included because sometimes, thinking outside the box can be difficult. It gives a range of science lessons that are great for students who are visually impaired because the activities don’t include things that need to be seen. They have everything from “Sounds of Biomes” to creating tactile pieces of the moon phases. Many of these lessons are sure to interest any student.

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Accessible science – Perkins School for the Blind

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Tips and strategies to make science accessible to all students, including those who are blind or visually impaired, low vision, deafblind or with multiple disabilities

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Reading Rockets: Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Reading Rockets: Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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·      This site gives helpful guidelines for supporting students with autism spectrum disorder in the classroom.

·      I included this resource as a reminder to refer back to for supporting students with different needs. If a student is struggling in class, this list is a quick resource for things you can try differently in the classroom or with the student who needs extra support.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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RTI Action Network: Implementing Your Plan

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RTI Action Network: Implementing Your Plan

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·      This source gives a brief overview of the three tiers of the response to intervention plan.

·      This site is helpful for educators as it is a quick reminder of what RTI consists of. If there is ever any confusion or need for a reminder, it is a quick and easy lookup with this link.

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No single method exists for plan implementation. Typically, the following timetable is used:

Year 1

1. Establish a district leadership team and a school-based leadership team.

2. Identify level of implementation (grade, subject, or entire building).

3. Identify professional development needs and technical assistance protocols.

4. Focus on Tier 1 (core instruction).

Year 2

1. Evaluate outcomes of Year 1.

2. Identify common needs of students for Tier 2 instruction/intervention.

3. Create "Data Days" (four times per year) to establish timelines for data analysis and instructional evaluation.

4. Begin to focus on strategies for integrating Tier 2 interventions with core instruction and assessment.

5. Continue professional development in areas that support a Tier 2 focus.

6. Target technical assistance.

7. Identify needs and focus for Year 3.

Year 3

1. Evaluate outcomes of Year 2.

2. Identify needs of students requiring intensive interventions.

3. Establish a protocol (frequency/intensity) for "Data Days" that are necessary to support evaluation of Tier 3 interventions.

4. Enhance strategies to integrate both Tier 3 and Tier 2 interventions with core instruction and assessment.

5. Continue professional development, focusing on assessment and intervention strategies to support Tier 3 needs.

6. Target technical assistance.

Focus on Tier 1 (Core Instruction)

If consensus has been achieved and the infrastructure is in place, then implementation can begin. Basically, implementation involves the active use of data to inform, develop, adapt, and evaluate instructional and intervention decisions. Attempting to implement Response to Intervention (RTI) without the infrastructure in place is futile. Regardless of how extensive the implementation plan is (one grade level, one subject area, an entire school), implementation must occur in specific phases. The first phase is the evaluation and modification (if necessary) of core instruction to ensure that it is effective. Most schools are staffed in such a way that effective supplemental and/or intensive interventions cannot be provided for more than 20% of the students. The staff and time simply does not exist. Although interventions might be provided to more than 20% of the students, the effectiveness of those interventions would be compromised significantly. Therefore, successful implementation of RTI begins with ensuring the effectiveness of core instruction for all students (disaggregated by the eight No Child Left Behind adequate yearly progress categories-e.g., race, English language learners).

Once the core instruction is determined to be effective, then implementation can focus on improving the impact (e.g., are students achieving proficiency on state-approved, grade-level/content standards?) of supplemental and intensive instruction.

Developing Effective Small Group Interventions (Tier 2)

The most efficient way to provide supplemental instruction is to identify evidence-based interventions that are effective in resolving the academic and behavior difficulties experienced by numbers of students in the building (i.e., grade or content area). Often "standard protocols"-evidence-based interventions for groups of students experiencing common difficulties-are used in Tier 2. This does not exclude more targeted, individual interventions. However, it is more efficient, given staffing patterns and time, to use this standard protocol method whenever possible.

Focus on Intensive Interventions

It is difficult to know the needs of students who require intensive interventions until you determine who these students are in an environment where both core and supplemental instruction is highly effective. This will take 2-3 years. Who are the "real" students in need of Tier 3 intervention? Once this information is known, then implementation of appropriate assessment and intervention strategies can begin.

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No single method exists for plan implementation. Typically, the following timetable is used: Year 1 Establish a district leadership team and a school-based leadership team. Identify level of implementation (grade, subject, or entire building). Identify professional development needs and technical assistance protocols. Focus on Tier 1 (core instruction).

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·      Signing Savvy is an online, sign language dictionary. Just like any dictionary for words, you can search a word and then see a video or photos of how it would look in sign language.

·      This resource is great for communicating with students who may be hard of hearing or deaf. If they use sign language and you need to communicate with them without knowing how to make a sign, this website shows you how! It even shows differences between words that may be similar and teaches you when to use certain practices, such as fingerspelling.

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By Jillian Winn
Monday, November 20, 2023 (Modified from original published 11-25-2019)

In the past, we have shared holiday-themed signs around Thanksgiving (See our article: 10 signs to know for Thanksgiving), but we feel strongly that what's more important than learning to sign a few signs like turkey and pie, is conversational signs.

If you check out the Sign of the Day each day, you will notice the Sign of the Day for Monday, November 20 is CONVERSATION (as in "talk to someone in sign language") because this week is recognized as "Better Conversation Week." Better Conversation Week is always the week of Thanksgiving and it is the perfect time of year for all of us to focus on having better conversations.

Sometimes our deaf family and friends feel excluded when they come home for the holidays. If everyone isn't signing, they may feel excluded and feel like they don't have a place at the table. In honor of Better Conversation Week, in honor of Thanksgiving, and, most of all, in honor of our deaf family and friends, let's try to sign. Signing is hard and it can be intimidating to sign with a fluent signer when you are feeling insecure about your signing skills, but the number one thing you can do is simply just TRY to sign.

To encourage and support everyone to sign this week, we have unlocked all of our member full example sentences for this week only. This is a member feature, but will be unlocked and freely accessible to everyone this week.

Click on the "Sentences" tab on the Signing Savvy website to get started. We suggest looking at the section on "Conversational Sentences." There are lots of great examples of how to sign full sentences. We hope that before you know it, you are feeling comfortable signing "How have you been?" and "It's good to see you."

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Signing Savvy | ASL Sign Language Video Dictionary

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Signing Savvy is a sign language video dictionary that contains American Sign Language (ASL) signs, fingerspelled words, and other common signs.

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·      Simple Words Books provides decodable chapter books that are easier to read for kids with dyslexia. The words in the books are carefully chosen with young readers with dyslexia in mind. This way, students with dyslexia can still learn and enjoy reading with less frustration. Each book includes a word list.

·      This resource would be extremely helpful to encourage students who struggle with reading. It sells books that are at their level, as well as has a free downloadable book and workbook. Some of their books are also available in an easier-to-read font, to make looking at words easier.

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As a former special education teacher with experience in inclusive and self-contained settings, I was constantly on the hunt for reading materials that matched the needs and interests of my students. Simple Words Books' Sam is Stuck by Cigdem Knebel is exactly the type of book that I sought. The story provides a high interest and delightful storyline with a controlled vocabulary that makes the book an excellent resource for reading specialists, elementary educators, and special education teachers.

- Deb Troehler, VA, Special Ed Teacher for 15 years

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"Big Kid" Chapter Books for Struggling and Early Readers. We use easy and decodable words that most early readers are able to read. The stories have high level context to engage the young readers. Our books aim to improve fluency, comprehension and build reading-confidence. We believe all

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TED Talk: This is what its really like to live with ADHD, by Jessica McCabe

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TED Talk: This is what its really like to live with ADHD, by Jessica McCabe

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·      Jessica McCabe describes her life with ADHD, from childhood to adulthood.

·      This talk explains what living with ADHD was like from one woman’s experience. I included it because it gives insight as to what ADHD is like from the perspective of someone who has it. It also lets others know that they are not alone in their journey with going through ADHD.

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Hello, brains! I say that to you because, if you think about it, it wasn't really you that decided to come here today. It was your brain. And whether you decided to walk, or drive, take a taxi, or ride a bike, that decision was made by your brain. Behavior, all behavior, is affected by the brain. This is a story about my brain. So, I was a smart kid. By 18 months, I was speaking in full sentences. By third grade, I was scoring post-high school on standardized tests. I had, as all my teachers agreed, so much potential. I was also struggling. I didn't have many, any, friends outside of books. I was easily overwhelmed. I spaced out in class. I lost things constantly. And trying to get my brain to focus on anything I wasn't excited about was like trying to nail jello to the wall. But I was smart, so nobody was worried. It wasn't until middle school, when I was responsible for getting myself to classes on time and remembering to bring my own homework, that being smart wasn't enough anymore, and my grades started to suffer. My mom took me to the doctor and, after a comprehensive evaluation, I was diagnosed with attention deficit hyperactivity disorder, ADHD. If you're not familiar with ADHD, it has three primary characteristics: inattention, impulsivity, and hyperactivity. Some people with ADHD have more of the inattentive presentation. Those are the daydreamers, the space cadets. Some have more of the hyperactive-impulsive presentation. Those are the kids that usually get diagnosed early. (Laughter) But the most common presentation is a combination of both. (Laughter) My doctor and my parents decided that, given my shiny, new diagnosis, maybe stimulant medication would succeed where spankings and lectures had failed. So I tried it, and it worked. The first time I took my medication, it was like putting on glasses and realizing I could see without squinting. I could focus. And without changing anything, my GPA went up a full point. Honestly, it was kind of miraculous. By 14, I had friends that liked me. By 15, I had published my first poem. I got a boyfriend. By 17, I knew I wanted to be a journalist. My local college had a program that would guarantee admission to USC. They had a really great journalism program. So, I signed up at my local college and I started taking classes. I moved in with my boyfriend. Things were going great, until they weren't. I started having trouble making it to class on time. I aced a statistics course, but I forgot to sign up in time, so I never got the credit. I took classes so I could help my boyfriend with his career, but I completely lost sight of mine. I never made it to USC. By 21, I dropped out of college and moved back home. Over the next ten years, I started and quit, or was fired from, 15 jobs. I ruined my credit. I got married, and was divorced within a year. At this point, I was 32, and I had no idea what I was doing with my life, besides reading self-help books that didn't seem to be helping. What happened to all that potential? Was I not trying? No! I worked harder than anyone I knew. I didn't even have time for friends. I was that busy. I had potential, though. So, my failure was clearly my fault. I just hadn't done what I need to do to reach it, and, honestly, I was tired of trying, putting more effort into life than everyone else and falling farther and farther behind. At this point, I could have given up on myself, I could have decided that everyone who'd thought I had potential was wrong. But I didn't, because I knew that it was my behavior that had gotten me here, and behavior is affected by the brain, and my brain has ADHD. Looking at my behavior, I knew: even with medication, even as an adult, my ADHD was still interfering with my life, and what I needed to know was how and why, and, more importantly, what could I do about it. I started to do some research, and I found a lot of great information. I found a lot of bad information too, but that's another talk. But there's good information out there. Websites, podcasts, talks, by researchers and medical professionals; books that would have been way more helpful than the self-help books I'd been using that were clearly written for normal - well, there's no normal - neurotypical brains. A lot of what I found, though, was either super technical or seemed like it was written for parents and teachers trying to deal with ADHD kids. There wasn't a lot that seemed intended for us, the people who have ADHD. So, I started a YouTube channel. I had no idea how to start a YouTube channel, but I started a YouTube channel. I almost called it "How Not To ADHD," because that was about all I knew at the time. But my boyfriend, Edward, talked me out of it. It turns out lots of people need help understanding ADHD, including, maybe especially, those who actually have it. I was no exception. I thought ADHD was kind of the same for everybody. I thought it was mostly about getting distracted. I thought having ADHD was maybe the reason that I was failing at life. And I thought I was what needed to change, in order to be successful. I couldn't be successful and still be me. Spoilers: I was wrong. So, let's go back for a second, let's go back to what brought us here today: the brain. Understanding the brain you're working with, it turns out, is kind of important, and that's true whether that brain is your employee's, your student's, your kid's, your significant other's, or your own. ADHD affects between 5 and 8% of the global population, which means, statistically speaking, there's between 37 and 60 of us just in this room. You can't tell who we are just by looking, but it's fun to watch you try. (Laughter) So, at some point, you're going to meet someone with ADHD, work with them, give birth to them, or fall in love with them. Chances are you already have. And, at some point, you're going to ask yourself, "What is going on in their brain?!" So, after two years of learning about ADHD and a lifetime of experience with it, after having the honor of connecting with researchers, and doctors, and ADHD experts, and tens of thousands of ADHD brains all over the world, what can I tell you to help you understand ADHD? By the way, many of them helped with this talk. First of all, it's real. It's not bad parenting or lack of discipline. ADHD is a neurodevelopmental disorder. It's currently the most well-researched mental condition, and there are actually measurable differences in the brain. These differences are larger in children, but, for most people, they never go away. In other words, adults have ADHD too. While rates of ADHD diagnosis are increasing, it's not because of an increase in sugar or technology, or lack of spanking; it's not, any more than people drowning in swimming pools is because of Nicolas Cage. Correlation does not equal causation. Those are real numbers. (Laughter) It's from both an increase in understanding that ADHD exists, that girls, adults, and gifted students can have it too, and ironically a lack of understanding that being hyper, misbehaving, or struggling in school does not mean you have ADHD. ADHD is more serious than I realized. The primary characteristics - inattention, impulsivity, and hyperactivity - don't sound all that serious, and I didn't think that they were, but, in real life, they translate to people getting into more accidents, being more likely to get fired, get divorced, significantly more likely to struggle with addiction. I learned that ADHD is on a spectrum. Raise your hand if you've ever lost your keys, or spaced out in the middle of a lecture. If you're not raising your hand, I'm going to assume you spaced out in the middle of this one. (Laughter) The thing is, while everyone experiences ADHD symptoms sometimes, an actual diagnosis is based on how many of those symptoms significantly and chronically impair multiple aspects of your life. Just like you can get sad and not have depression, you can get distracted and not have ADHD. And just like you can have mild depression or severe depression, ADHD can range from mild to severe. I also learned ADHD is a terrible name for ADHD. It creates a lot of confusion. We don't have a deficit of attention! What we have trouble with is regulating our attention. As ADHD coach Brett Thornhill puts it, it's like your brain keeps switching between 30 different channels and somebody else has the remote. Sometimes we have trouble focusing at all, and other times we get stuck on a channel and can't pull ourselves away, which in real life might seem we don't want to do homework because we'd rather play video games, and short, sometimes that's the case. But the truth is there are plenty of times we want to able to focus, we try, and we just can't. Current understanding is that this difficulty has to do with the way our brains produce and metabolize neurotransmitters, like dopamine and norepinephrine. I learned ADHD is highly treatable. Stimulant medication boosts these neurotransmitters, which is why it helps us focus. It's very effective for around 80% of people with ADHD. And I learned that medication isn't enough. ADHD affects much more than our focus. It impairs executive functions like planning, prioritizing, and our ability to sustain effort toward a goal. It affects our ability to regulate our emotions, our behavior, our sleep. It's not one program in our brain that works differently; it's the whole operating system. It can affect every aspect of our lives. And there are a ton of strategies out there that can help. Cognitive behavioral therapy, coaching, even meditation or regular exercise can help make a huge difference understanding your brain. I knew I had trouble focusing, and I knew my medication helped with that. What I didn't know was that getting overwhelmed all the time had to do with poor working memory, and that making lists helps; or that the reason I ran late all the time wasn't because I didn't care, it's because ADHD'ers have a skewed sense of time, and that using a timer could teach me how long things actually take. Mostly, I expected to learn what I actually learned: that ADHD is real; addressing it is important; and medication is not enough. What I didn't expect to learn: that I wasn't alone; I had an ADHD tribe; what a difference it would make to connect with it. There are people with ADHD in every country, every culture across the globe. Yes, even in France. (Laughter) And this tribe is awesome. Comparing myself to people with neurotypical brains, I felt really bad about myself. Why couldn't I keep my house clean or finish a project in time, instead of waiting till the very last second? But seeing the positives in fellow ADHD brains helped me recognize and appreciate my own strengths, ones I couldn't see when I was just staring at my weaknesses, which is what I'd been doing for decades. But ADHD brains have a lot to offer the world. We tend to be generous, funny, creative. ADHD'ers are 300% more likely to start their own business. We not only think outside the box; we're often not even aware that there is a box. (Laughter) We may struggle when our brains aren't engaged, but ADHD brains are great at tackling tasks that are urgent, working with ideas that are new, wrestling with problems that are challenging, and dedicating themselves to projects that are of personal interest. This YouTube career I'd stumbled into was all of those things. At 32, I was divorced, miserable, and had no idea what I was doing with my life. At 33, I'd started my own business, and was connecting with ADHD experts. By now, at 34, I have a team of volunteers helping with the channel. I'm engaged to this amazing man who helps me produce the channel, works right alongside with me, is doing the slides right now - and, as we discovered, also has ADHD. (Laughter) I'm working on reaching out to schools so that kids don't have to wait until they're 32 to learn about their brains. And I'm doing my very first TEDx talk here with you today. (Cheers) (Applause) But wait! There's more! Wait. (Applause) That did sound like the end of the speech. I'm sorry, it's not. (Laughter) I'm happier and more successful than I've ever been in my life. So, what happened? How did I reach my potential? Three things: one, I learned about my brain, my ADHD brain, both on my own and by connecting with others who have it. If you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid, unless it happens to chat with another fish and realizes fish aren't great at climbing trees, and that's okay, there's plenty of ocean. Two, in learning about my brain, I found and stumbled into a job that engages it. If you spend all your time trying to get a fish to able to climb a tree, you'll never see how far it can swim. It turns out I can be me and still be successful. I just had to find my ocean. Three, I learned strategies for challenges I still face. I have no fish analogy for this one, I'm sorry. (Laughter) I guess I learned how to swim. Once you know what your brain's challenges are, you can find solutions to them. Once you look past the stereotypes and assumptions about people with ADHD, and dig deeper, you learn what ADHD actually is. It's not people who won't stop fidgeting, or getting distracted. It is brains that are chronically underaroused, trying to get the basic level of stimulation all brains need. It's not about procrastinating or not caring. It's having executive function deficits that make it hard to get started. And it's not people being lazy or not trying enough. It's kids and adults struggling to succeed with a brain that doesn't always want to cooperate in a society that wasn't built for them. Society is our user's manual. We learn how our brains and bodies work by watching those around us. And, when yours works differently, it can feel like you're broken. So, what I'm trying to do is reach out to these people wherever they are in the world, and tell them, "You are not weird. You are not stupid. You do not need to try harder. You are not a failed version of normal. You are different, you are beautiful, and you are not alone." If you don't ADHD yourself, chances are you know somebody who does. They're your employee, your boss, your friend, they're in this room. I hope this talk helps you understand them better. If you do have ADHD, welcome to the tribe. (Applause) (Cheers)

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Transcript of "This is what it's really like to live with ADHD"

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TED Talk Subtitles and Transcript: At 32, Jessica McCabe's ADHD brought her to the darkest point of her life thus far. At 34, she was thriving both personally and professionally, producing a successful Youtube channel about living with ADHD. In this deeply personal talk, Jessica describes how she turned things around through community and education.

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TED Talk: When we design for disability, we all benefit, by Elise Roy

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TED Talk: When we design for disability, we all benefit, by Elise Roy

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·      Elise Roy describes how she has been able to use her perspective of being deaf to become an inclusive designer. She thinks that designers have the power to innovate and be inclusive in the way they design products.

·      This TED talk does a great job at demonstrating the importance of a concept similar to UDL, design thinking. Elise says that we should first design for disability, then include those without disability. This way, the final product works for everyone. I included this TED talk because I like the firsthand perspective of the importance of design thinking/UDL.

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·      This section of the website belonging to the UDL project lists tools that are great for helping to implement UDL into the classroom. These resources include a UDL lesson plan template, a daily planner, and a checklist you can use to see what you have done to implement UDL in your lessons already.

·      These templates are a great way to check your progress for ensuring you have your UDL bases covered! The checklist is my favorite because it shows everything you need to make sure your lessons are accessible for all students.

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The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

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CAST UDL Guidelines The two files below outline the UDL guidelines by multiple means of representation, multiple means of action & expression, and multiple means of engagement. Knowing the UDL...

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Very Well Health: Including Deaf and Hard of Hearing Kids in the Classroom

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Very Well Health: Including Deaf and Hard of Hearing Kids in the Classroom

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·      This article includes tips that are helpful for including students who are deaf and/or hard of hearing in the classroom.

·      It might be uncommon that an educator has a student who is deaf or hard of hearing in their classroom, but this resource includes helpful tips for when it happens. It is an easy list to refer to for support for inclusion of this kind of disability in the classroom.

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Are you a teacher who has a deaf or hard of hearing child in your classroom this year? Here are some tips from my personal experience, plus resources available on the web.

I grew up mainstreamed in hearing classrooms before we even had a term like "inclusion." These tips are from my own experience.

Give deaf/hoh child seat in front or near the front. This one is just common sense because the deaf/hoh student needs to be able to see the teacher and blackboard (or whiteboard) clearly.

Be careful about turning your back, because then the deaf/hoh child cannot read your lips. Face a deaf/hoh student when talking to them directly.

Talk directly to the child, not to the interpreter (if there is an interpreter - I didn't have one). It is important to do this so that the child feels like he/she is part of the class.

To reduce the risk of a deaf/hoh child being bullied, encourage the child or child's parents to explain deafness/hearing loss to the class.[This is important. I remember that one resource teacher did not explain my deafness to the class, which set me up for being bullied. My mother was upset by this.]

Always write tests, quizzes, and homework assignments on the board. [When I was a child, I often missed out on such announcements and was surprised by quizzes that the rest of the class had known were coming. Good thing I was in the habit of reviewing the material so I didn't fail the "surprise" quizzes.]

If you have a mustache and the deaf/hoh child reads lips, consider shaving it off or reducing it to a small enough size that does not hinder lipreading.

If the class is watching a film, either make sure the film is captioned or provide the child with a copy of the script. This will avoid situations like what happened when I was a teenager, cutting class to avoid having to watch an uncaptioned Romeo and Juliet.

Do not treat a deaf/hoh child any differently from the hearing children. That means no special treatment.

Request the assistance of an itinerant teacher or resource teacher. They may have more suggestions and be able to provide assistance.

If a website used in the classroom has only audio, make notes for the deaf/hoh student (suggested by a deaf college student).

Provide an older deaf/hoh student with note takers, either peer or professional.

Be aware of the importance of classroom acoustics, as it has an impact on how much the deaf/hoh student is able to hear.

Further suggestions can be found on the following web resources:

Hands and Voices has a PDF, "Mainstreaming the student who is deaf or hard of hearing - A guide for professionals, teachers, and parents. Pages 17-20 are especially useful for teachers.

There is an online video transcript of the video "Make a Difference: Tips for Teaching Students Who Are Deaf or Hard of Hearing."

Listen-Up's page, "Information Packet for Your Child's Teacher" includes cochlear implant information for teachers. Interestingly, one of the tips is "no oral tests." To this day I wonder how I managed to get through all those oral spelling tests without the benefit of an interpreter.

Our Forgotten Children: Hard Of Hearing Pupils In The Schools (Third Edition) (compare prices), is published by the AG Bell Association. This book has become a classic, discussing the needs of hard of hearing children who can be overlooked. One article is "Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools," Educational Review, v53 n2 p181-89 Jun 2001. The abstract states that it is a survey that identified best practices for meeting the needs of deaf students in the mainstream.

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Including Deaf & Hard of Hearing Kids in the Classroom

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Are you a teacher who has a deaf or hard of hearing child in your classroom this year? Here are some tips from my personal experience, plus resources available on the web. I grew up mainstreamed in hearing classrooms before we even had a term like "inclusion."