Hi everyone,

I truly enjoyed reading your journal entries, your reflections were thoughtful, honest, and insightful. Thank you for engaging so deeply.

I wanted to take a moment to clarify an important concept in our field: the difference between a medical diagnosis and an educational disability. In education, a student must meet specific eligibility criteria under the Individuals with Disabilities Education Act (IDEA) to qualify for special education services. One such category is Other Health Impairment (OHI), which includes conditions like ADHD, epilepsy, Tourette syndrome, and more, but only when these conditions have an educational impact.

For example, a student with ADHD may struggle with executive functioning, attention regulation, and task initiation. These challenges are neurological, not behavioral, yet students are often misidentified as having Autism Spectrum Disorder (ASD), Oppositional Defiant Disorder (ODD), or labeled as lazy or unmotivated. In reality, their brain is working differently, and they need support, not judgment.

Students with ADHD, epilepsy, and similar conditions may qualify for a Section 504 Plan, which is a civil rights protection. A 504 Plan outlines the supplementary aids and accommodations a student needs to access learning, similar to the supports in an IEP, but without the specialized instruction. Importantly:

• A student can have ADHD and not require any modifications if there’s no educational impact.

• A student can have ADHD and need accommodations through a 504 Plan.

• A student can have ASD as a medical diagnosis but not qualify for special education if there’s no educational impact.

Every learner is different. That’s why our goal is to meet each student where they are, whether through an IEP, a 504 Plan, or Tier 1 supports. Let’s continue to approach each child with curiosity, compassion, and a commitment to helping them learn in the way that works best for them.

Reminders:

• If you experience any technology issues, please reach out to the CMU IT Help Desk. They can remotely access your computer when you’re logged into your CMU account, I’ve used them myself and they’re fantastic.

• Be sure to follow all assignment directions carefully. If it says to upload and download in Adobe, please do so.

• For the word games, a score of 90% or higher is required to receive full points.

• Read through all instructions and questions thoroughly to ensure nothing is missed.

Thanks again for your thoughtful work and continued engagement.

I’m proud of the way you’re showing up for this learning!

Stephanie

Please make corrections as soon as you can. I like to keep grading current, and prompt revisions show a strong willingness to grow and improve. I appreciate your effort and commitment!

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I want to take a moment to address an ongoing concern. Throughout the semester, I’ve had to send repeated reminders about assignment requirements, most often due to students not reading the directions carefully or submitting incomplete work.

This is a friendly reminder that both required articles must be completed and submitted for the current assignment. If you’ve only submitted one, please go back and complete the second article to ensure your work meets the full requirements.

Please understand: every assignment in this course is designed with clear expectations, and it is your responsibility to read and follow those instructions in full. This includes completing all required components, submitting all necessary documents, and adhering to the guidelines provided.

This is a college-level course, and the ability to follow directions is a foundational skill. While I’ve extended flexibility and reminders, many professors will not. I encourage you to take ownership of your learning and ensure your submissions reflect the standards expected at this level.

If you’re ever unsure about an assignment, please reach out before the deadline. I’m here to support you, but I also expect accountability.

Thank you for your attention and continued effort.

Warmly,

Stephanie

I’ve released all the remaining weeks of the course so you can look ahead and plan. It’s important to preview upcoming assignments and pace your work thoughtfully, but please avoid working too far ahead. This course is designed to build week by week, with opportunities for collaboration and reflection. Jumping ahead too quickly can disrupt that process and limit your ability to engage meaningfully with your peers.

You’ll notice several EBP assignments coming up. These are intentionally designed to support your learning as you prepare for the final EBP project.

• In Week 7, you explored how to synthesize various evidence-based practices for teaching play skills to children with disabilities. These synthesis articles evaluate the effectiveness of multiple interventions and are a great resource for identifying scientific studies on specific strategies.

• In Week 8, you’ll review the EBP project instructions.

• In Week 9, you’ll submit your EBP outline.

• And in Week 16, our final week, you’ll submit your completed EBP project.

Let me know if you have any questions as you plan ahead, I’m here to support you!