-Explains ADHD is a common brain disorder which often impacts attention, self control, and activity levels

-Symptoms, causes, and treatments are provided and detailed information on it.

-Can often cause challenges at work, school, and home.

-Tips for classrooms

-Brochures

-Classroom accommodations

-Discusses 504 plans

-How it can affect something health

-People with disabilities often face unfair treatment

-Talks about how hard it can be for people with disabilities to get the proper care and support that they need.

-Disabilities affect hearing, speech and comprehension

-A disability is defined as a physical or mental impairment that limits major life activities.

-Services available

-Examples of different speech and language problems

-How teaches/parents can address challenges at school or home

-Speech and language impairments can include understanding language, stuttering, and trouble with talking.

-Children under age 3 can get free services through early intervention

-Older students may qualify for an IEP

-Signs of autism usually appear by age 2 or 3

-Autism affects both boys and girls however boys are more often diagnosed

-People with autism may have other conditions like anxiety's, sleeping issues or even ADHD

-If parents or teachers notice a student struggling they can refer them for an At evaluation

-Schools can design individual technology plans that help meet academic goals

-Students can try tools to ensure they can meet their needs and goals

Teachers/ students can learn about assistive technology and find one works best for them!

Most developmental disabilities are cause by a mix of factors

-Who is affected

1 in 6 children affected by ages 3-17

-Healthy living for people with disabilities

Having a disabilities doesn't automatically mean a person isn't healthy or can't be healthy.

The page has links you can open that talk more about the 504 plans and FAPE.

FAPE emphasizes special education and related services designed to meet the child’s unique needs, allows the child to meaningfully access the general curriculum, and prepares the child for further education, employment, and independent living.

Under the IDEA, an individualized education program (IEP) is the primary vehicle for providing FAPE. IEPs should be developed based on the individual needs of the child.

An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on their involvement and progress in the general education curriculum.

Commons characteristics of gifted children are:

• Ability to comprehend material several grade levels above their age peers 

• Surprising emotional depth and sensitivity at a young age 

• Strong sense of curiosity 

• Enthusiastic about unique interests and topics  

• Quirky or mature sense of humor 

• Creative problem solving and imaginative expression 

• Absorbs information quickly with few repetitions needed 

• Self-aware, socially aware, and aware of global issues 

• Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas.

• These conditions begin during the child's developmental period, may impact day-to-day functioning, and usually last throughout a person's lifetime.

• Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors.

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD.  The educational annotation of ICD-9-CM (4th edition).  Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Sonksen PM, Petrie A, Drew KJ. Promotion of visual development of severely visually impaired babies: evaluation of a developmentally based programme. Developmental Medicine and Child Neurology 1991;33:320-35. Date: October 29, 2004 ?Content source: National Center on Birth Defects and Developmental Disabilities

The website also shows what the goals should include. As stated the goals should focus on skills, behavior and also strategies to help the student progress.

There is also criteria to measure progress of the students and as well as procedures.

• A comprehensive list of 36 teaching strategies to use in math class and beyond

• A list of essential resources for using them effectively

Multiple Day Administration of State Assessments

• Revised Procedures for Multiple Day Administration of State Assessments

• Attachment 1-Assurance of Multiple Day Administration of State Assessments

• Attachment 2-Multiple Day Administration Security Certificate for Chief School Officers (or Their Designees)

• Attachment 3-Multiple Day Administration Security Certificate for Parents-Guardians

Next-Day Completion of Testing for English Language Learners (ELLs)

• Revised Procedures for Next-Day Completion of Testing for English Language Learners on Regents Examinations

• Attachment 1-Assurance of Next-Day Completion of Testing for ELLs on Regents Examinations

• Attachment 2-Next-Day Completion Security Certificate for Chief School Officers (or Their Designees)

• Attachment 3-Next-Day Completion Security Certificate for Parents-Guardians

• Attachment 3-Next-Day Completion Security Certificate for Parents-Guardians (translations)

For additional resources, please visit NYSED's Office of Bilingual Education and World Languages (OBEWL) website. (http://www.nysed.gov/program-offices/office-bilingual-education-and-worl...)

Computer-based testing, assistive technology accommodations, tests read, use of spell-check devices/software, procedures on the use of a scribe and multiple day test administration.

Also the idea that for the best success for students with learning disabilities is to focus on individual achievement but also their individual progress.

-Comprehension strategies for student with disabilities

-Tips to do before and after reading

The website provides these steps for before and after reading a test for the student:

1. Use specific strategies to activate prior knowledge, such as previewing headings or key concepts and making a prediction and confirmation chart.

2. Prepare and guide previewing activities to support and focus the connections students make.

3. Use graphic organizers to introduce important information, solicit prior knowledge from students, and make predictions.

4. Avoid soliciting guesses from students without guidance or feedback.

5. Keep it short. Previewing should not take longer than five minutes, especially if a teacher has limited time with students.

6. Revisit after reading to assist in reviewing, confirming, or refuting predictions, summarizing, and making connections.

For example:

• Outstanding critical thinking and problem-solving skills

• Above average sensitivity, causing them to react more intensely to sounds, tastes, smells, etc.

• Strong sense of curiosity

• Low self-esteem due to perfectionism

• Poor social skills

• Strong ability to concentrate deeply in areas of interest

• Difficulties with reading and writing due to cognitive processing deficits

• Behavioral problems due to underlying stress, boredom and lack of motivation

For example:

• Go unnoticed for possible special education evaluation

• Be considered underachievers, often perceived as lazy or unmotivated

• Achieve at grade level until curriculum becomes more difficult, often during middle and high school

The website offers a lot of insight on students who may be gifted, have disabilities or even students who may not be identified as gifted or disabled.

-Characteristics

-Information related to the behavior disorders

• Hyperactivity (short attention span, impulsiveness);

• Aggression or self-injurious behavior (acting out, fighting);

• Withdrawal (not interacting socially with others, excessive fear or anxiety);

• Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

• Learning difficulties (academically performing below grade level).

  The website also talks about the cause of the disturbance hasnt been researched deeply. It's clear that it's something to do with either family, stress, diet or even heredity.

There is anxiety disorder, bipolar disorder, conduct disorder, eating disorders , obsessive compulsive disorder, psychotic disorders, etc.. The website goes through each disorder and explains each.