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Education
Informational
Packet
Taylor
Braggins
Exceptional
Child
in
the
Classroom
Fall
2014
Learning
Disabilities
Learning
disabilities
may
look
different
in
every
child.
The
following
descriptions
show
possible
examples
of
what
learning
disabilities
may
look
like:
A
child
displays
a
lack
of
confidence
and
motivation
in
writing
and
struggles
to
organize
written
ideas
and
think
of
the
words
to
write.
This
child
has
had
very
messy
handwriting
and
uses
an
unusual
grip
on
pencils
and
pens
(National
Center
for
Learning
Disabilities
[NCLD],
n.d.).
The
child
also
often
leaves
words
unfinished
or
skips
words
when
writing
(Learning
Disabilities
Association
of
America
[LDA],
n.d.)
Instructional
Approaches
Just
as
learning
disabilities
vary
from
child
to
child,
instructional
approaches
must
be
specifically
tailored
to
fit
each
childs
individual
strengths
and
needs.
There
are,
however,
several
general
approaches
that
may
be
beneficial
for
some
students
with
learning
disabilities
in
a
class
filled
with
many
types
of
learners.
Teachers
might
work
to
break
learning
into
small
steps
followed
up
with
frequent,
high-quality
feedback.
This
will
keep
students
on
track
during
independent
and
group
work,
and
will
allow
them
to
feel
supported
and
set
up
for
success.
Applying
multi-modal
strategies
to
teaching
and
learning
will
allow
the
greatest
amount
of
students
to
access
the
information
and
skills.
For
example,
provide
diagrams
and
graphics,
a
physical
demonstration,
as
well
as
verbal
explanation.
Teachers
may
also
provide
reminders
of
practiced
strategies
to
use
on
assignments
and
model
instructional
practices.
Beginning
with
heavily
supported
instruction
and
then
gradually
releasing
responsibility
to
the
student
may
be
helpful
to
some
learners
with
learning
disabilities.
(LDA,
n.d.)
Several
approaches
may
be
considered
for
specific
learning
disabilities,
however,
instruction
should
always
be
adjusted
to
meet
the
needs
of
the
individual
students
in
the
classroom.
Below
are
a
few
ideas
specific
to
each
area
of
learning
disability.
(LDA,
n.d.)
APD
LPD
Dyslexia
Dyscalculia
Show,
dont
tell
Write
main
Use
books
on
Use
diagrams,
concepts
on
tape
pictures,
and
Reduce
board
manipulatives
directions
Allow
laptop
or
Speak
s
lowly,
computer
Mnemonic
Practice
wait
clearly
devices,
rhythm,
time
(think
Use
multi-
music
time)
Visualization
sensory
methods
techniques
Allow
use
of
Large
print
fingers
Dysgraphia
Allow
use
of
word
processor
Oral
exams
Alternatives
to
written
assignments
Provide
note
outlines
Non-Verbal
LD
Several
verbal
cues
before
transition
Verbally
explain
and
show
connections,
sequences,
nuances
Visual
Perceptual/
Visual
Motor
Deficit
Dictate
creative
stories
Large
print
Allow
use
of
word
processor
Tracking
tools
(ruler,
text
window)
ADHD
What
is
ADHD?
ADHD
stands
for
attention
deficit
hyperactivity
disorder
(sometimes
referred
to
as
ADD).
ADHD
symptoms
usually
appear
in
early
childhood,
before
the
age
of
seven,
and
the
behaviors
are
long-lasting
(for
at
least
six
months).
Because
characteristics
of
ADHD
are
seen
in
all
people
sometimes,
the
symptoms
must
be
more
frequent
and
more
severe
than
in
other
children
of
the
same
age
in
order
to
be
considered
for
diagnosis.
The
symptoms
must
also
cause
difficulty
in
at
least
two
areas
of
life
(home,
school,
social
settings).
Symptoms
may
be
mild,
moderate,
or
severe.
There
are
three
classifications
for
ADHD:
primarily
inattentive,
primarily
hyperactive/impulsive,
and
combined
inattentive
and
hyperactive/impulsive.
A
few
characteristics
of
primarily
inattentive
ADHD
include
having
difficulty
paying
attention,
not
appearing
to
listen,
forgetfulness,
being
easily
distracted,
and
struggling
to
follow
directions.
A
few
characteristics
of
primarily
hyperactive/impulsive
ADHD
include
having
difficulty
remaining
seated,
interrupting
others
frequently,
talking
excessively,
fidgeting
or
squirming,
and
having
difficulty
waiting
or
taking
turns.
A
child
with
combined
inattentive
and
hyperactive/impulsive
will
exhibit
characteristics
of
both
types.
(Children
and
Adults
with
Attention-Deficit/Hyperactivity
Disorder
[CHADD],
2014).
The
following
descriptions
show
a
possible
example
of
what
ADHD
might
look
like:
A
child
is
extremely
active,
seemingly
in
constant
motion.
The
child
touches
everything
in
sight
and
talks
nonstop,
usually
with
a
loud
voice.
The
child
also
tends
to
be
very
impatient,
often
interrupting
others
and
having
difficulty
waiting
for
things.
(National
Institute
of
Mental
Health
[NIMH],
n.d.)
Instructional Approaches
Children
with
ADHD
can
be
determined
to
have
a
disability
under
IDEA
under
the
category
of
Other
Health
Impaired,
but
some
children
with
ADHD
do
not
choose
to
receive
special
education
services.
Teachers
of
students
with
ADHD
should
ensure
that
lessons
are
carefully
structured
so
that
important
points
are
clear,
and
should
always
provide
short,
specific
directions,
sometimes
asking
students
with
ADHD
to
rephrase
directions
in
their
own
words.
Creating
short
tasks
or
breaking
tasks
into
smaller
parts
will
make
them
more
manageable.
Using
a
timer
to
allow
students
to
control
their
own
pacing
may
also
be
helpful.
Students
with
ADHD
are
sometimes
more
engaged
during
direct
instruction
than
individual
work.
With
that
in
mind,
frequent
and
immediate
feedback
during
individual
work
is
important,
whether
provided
by
the
teacher
or
by
peer
partners.
Tasks
that
are
novel,
interesting,
and
highly
motivating
may
improve
attention.
Additionally,
teachers
should
make
rules
clear
and
visible
in
the
classroom.
(Brock,
2002).
Establishing
a
discreet
method
for
reengagement
of
the
student
and
having
high
expectations
may
be
helpful
and
important
for
reducing
any
stigma
against
the
student
(Fuermaier,
Koerts,
Mueller
&
Tucha,
2012).
Instructional
Approaches
A
positive
classroom
environment
is
important
for
students
with
emotional
or
behavioral
disturbances.
An
open,
accepting
environment
in
which
the
teacher
develops
a
positive
relationship
with
the
child
as
a
human
being
will
promote
positive
behaviors.
Additionally,
illustrating
the
rules
with
examples,
teaching
classroom
social
skills
and
self-monitoring,
and
using
behavioral
contracts
are
useful.
Teachers
may
consider
seating
arrangements
and
should
supply
extra
opportunities
for
success.
Teachers
may
also
create
alternate
activities,
break
assignments
into
shorter
segments,
and
supply
a
checklist
for
activities
to
help
students
feel
more
focused
and
less
overwhelmed.
(Mastropieri
&
Scruggs,
2010).
Intellectual
Disabilities
Instructional
Approaches
Instructional
approaches
will
change
to
be
individualized
for
each
student,
however
there
are
many
possible
strategies
to
try.
A
positive
and
supportive
learning
environment
is
important
for
students
with
intellectual
disabilities.
Find
opportunities
for
the
class
to
see
the
students
strengths
and
success,
and
support
the
student
with
partnered
jobs
and
a
buddy
for
social
times
in
the
day.
Hold
the
student
to
high
standards.
Consider
the
students
sensory
needs
when
placing
him
or
her
in
the
classroom,
and
always
provide
multimodal
teaching
and
learning
opportunities.
Teachers
may
provide
extra
materials
for
support
during
lessons,
and
may
need
to
repeat
and
simplify
instructions.
Teachers
should
help
the
student
to
set
small
goals
and
may
provide
adapted
materials
for
classwork
and
assessment,
such
as
a
computer,
a
scribe,
or
a
tape
recorder.
Students
may
need
extra
time
to
complete
assignments
and
assessments.
(British
Columbia
Ministry
of
Education,
n.d.).
A
child
has
difficulty
keeping
attention
on
the
task
at
hand
for
more
than
five
to
ten
minutes,
distracted
instead
by
the
many
other
objects,
colors,
and
sounds
to
focus
on
in
the
room.
The
child
can
be
disruptive
in
the
classroom,
using
aggressive
behavior
at
times.
The
childs
speech
can
be
hard
to
understand,
and
the
child
usually
answers
in
short,
one
to
five
word
responses.
The
child
is
learning
basic
skills
in
school
and
needs
much
repetition
of
concepts
over
long
periods
of
time.
The
child
sometimes
wanders
away
from
the
group,
making
safety
a
concern.
(British
Columbia
Ministry
of
Education,
n.d.).
Identify,
locate,
and
evaluate
all
children
with
disabilities
o Includes
home
schooled,
homeless,
wards
of
the
state,
and
private
schools
Provide
a
free
and
appropriate
education
(FAPE)
for
all
students
Provide
highly
qualified
special
education
teachers
Teach
the
student
in
that
childs
least
restrictive
environment
(LRE)
o Educate
in
the
general
classroom
as
much
as
is
appropriate
for
the
child
Provide
intervention
services
for
students
who
are
not
yet
receiving
special
education
services
but
who
need
extra
support
Use
a
variety
of
assessment
tools
when
evaluating
for
special
education
services.
Make
sure
that
the
assessments
are
not
discriminatory
o There
can
be
no
racial
or
cultural
bias
o The
assessment
must
be
in
the
language
most
familiar
to
the
child
Reevaluate
the
student
every
three
years
at
least
o If
the
childs
learning
needs
change,
the
school
must
reevaluate
the
child
o If
a
parent
or
teacher
asks
for
reevaluation,
the
school
must
comply
Evaluate
a
child
before
ending
special
education
services
If
the
school
suspends
a
child
for
more
than
10
days,
the
school
must
continue
to
provide
a
free
and
appropriate
public
education
(FAPE)
for
the
child.
Provide
transition
services
before
the
student
graduates
from
high
school
(Wright,
P.
W.
D.
&
Wright,
P.
D.,
2007).
IEP Process
Overview
The
IEP
process
begins
when
a
parent
or
school
professional
asks
that
a
child
be
evaluated
to
see
if
he
or
she
has
a
disability.
Once
the
childs
parents
have
given
permission,
the
child
is
evaluated
using
several
different
assessments.
The
parent
and
a
group
of
professionals
go
over
the
evaluation
results
to
decide
whether
the
child
has
a
disability
and
qualifies
for
special
education
services
as
defined
by
IDEA.
If
the
child
is
found
eligible,
the
IEP
team
meets
and
writes
an
individualized
education
plan
for
the
child.
The
child
will
begin
receiving
services
as
soon
as
possible
after
the
parent
gives
consent.
(NICHCY,
n.d.)
Referral
Process
When
students
need
extra
academic
or
behavioral
help,
schools
provide
these
students
with
early
intervening
services;
often
a
district
may
use
Response
to
Intervention,
or
RTI.
These
intervention
supports
are
provided
to
students
who
have
not
been
identified
as
needing
special
education
services.
If
a
student
does
not
respond
to
many
intervention
supports,
the
child
may
be
referred
for
evaluation
to
see
if
he
or
she
has
a
disability.
Referral
for
an
initial
evaluation
of
a
child
can
be
requested
by
parents,
school
district
staff,
state
departments
of
education,
or
state
agencies.
The
initial
evaluation
decides
whether
or
not
the
child
is
eligible
for
special
education
and
related
services.
The
school
must
have
the
parents
permission
before
evaluating
the
child.
This
is
not
permission
for
special
education
services,
only
for
evaluation.
If
the
parent
does
not
give
consent
or
does
not
respond,
the
school
may
start
a
due
process
hearing
against
the
parent
(Wright,
P.
W.
D.
&
Wright,
P.
D.,
2007).
Assessment
Process
This
assessment
process
must
be
finished
within
60
days
of
receiving
the
parents
consent
to
evaluate
the
child.
The
purpose
of
the
assessment
is
to
determine
whether
the
child
has
a
disability,
and
if
so,
what
types
of
services
are
recommended.
Professionals
with
expertise
in
each
area
of
concern
will
evaluate
the
child
(Smith,
2014).
This
multidisciplinary
team
uses
many
assessment
tools
and
strategies
to
evaluate
the
students
strengths
and
needs.
This
involves
both
formal
and
informal
assessments
that
may
include
gathering
information
from
the
parents,
learning
the
medical
history
of
the
child,
performing
formal
tests
of
intelligence,
academic
achievement,
and
learning
styles,
reviewing
observations,
academic
assignments,
portfolio
samples,
and
anything
else
that
may
provide
a
full
understanding
of
the
students
strengths
and
needs
(Smith,
2014).
The
school
must
make
sure
that
the
tests
do
not
discriminate
based
on
racial
or
cultural
bias,
and
they
must
be
given
in
the
language
that
will
provide
the
most
accurate
assessment.
If
the
child
is
found
to
have
a
disability
and
needs
special
education
services,
the
school
will
send
the
report
to
the
parents
and
an
there
will
be
an
IEP
meeting
to
write
the
childs
IEP.
The IEP
Once
the
student
has
qualified
for
special
education
services,
a
team
of
teachers,
professionals,
and
the
parents
meet
to
decide
on
a
plan
for
the
students
education.
This
is
the
IEP,
or
Individualized
Education
Plan,
and
it
serves
as
a
contract
for
the
students
learning
and
development.
The
team
meets
and
uses
the
students
assessment
results
and
recommendations
to
help
make
decisions,
along
with
the
parents
concerns
and
knowledge
of
the
childs
strengths
and
needs.
The
team
must
decide
on
the
goals
for
the
student.
These
goals
must
be
able
to
be
measured,
and
the
team
must
show
how
and
when
the
goals
will
be
measured
throughout
the
school
year.
These
goals
are
then
used
to
decide
on
the
resources,
services,
and
adaptations
the
student
will
have
to
help
him
or
her
reach
the
goals.
Some
students
need
accommodations
made
for
testing
situations,
and
this
is
also
decided
during
the
IEP
meeting.
Students
who
are
sixteen
years
and
older
will
also
need
a
transition
plan
added
to
their
IEP
for
preparing
for
life
after
high
school.
Importantly,
all
members
of
the
IEP
team
have
to
agree
and
sign
the
plan
in
order
for
the
child
to
begin
receiving
special
education
and
related
services.
If
the
parent
chooses
not
to
sign
the
IEP,
the
child
will
not
receive
services
for
the
disability
from
the
school.
(Smith,
2014;
Wright,
P.
W.
D.
&
Wright,
P.
D.,
2007).
References
Arkansas
Department
of
Education
(n.d.).
Emotional
Disturbance.
Retrieved
from
https://arksped.k12.ar.us/searchResults.html?idea=emotional%20disturbance#gsc
.tab=0&gsc.q=emotional%20disturbance&gsc.page=1.
British
Columbia
Ministry
of
Education.
(n.d.)
Students
with
Iintellectual
disabilities:
A
resource
guide
for
teachers.
Retrieved
from
http://www.bced.gov.bc.ca/specialed/sid/.
Brock,
S.
(2002,
June).
Helping
the
student
with
ADHD
in
the
classroom.
Retrieved
from
http://www.nasponline.org/resources/handouts/special%20needs%20template.p
df.
Children
and
Adults
with
Attention-Deficit/Hyperactivity
Disorder
(CHADD).
(2014).
Parents
and
caregivers
of
children
with
ADHD:
Symptoms
and
causes.
Retrieved
from
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-
with-ADHD/Symptoms-and-Causes.aspx.
Fuermaier,
A.,
Koerts,
J.,
Mueller,
A.,
Tucha,
L.
(2012).
Stigma
in
attention
deficit
hyperactivity
disorder.
Attention
Deficit
and
Hyperactivity
Disorders,
4(3),
101-114.
Learning
Disabilities
Association
of
America
(LDA).
(n.d.).
Support
and
resources
for
educators:
Specific
learning
disorders.
Retrieved
from
http://ldaamerica.org/educators/.
Mastropieri,
M.,
Scruggs,
T.
(2010,
July
20).
Emotional
Disturbance.
Retrieved
from
http://www.education.com/reference/article/emotional-disturbance/.
National
Dissemination
Center
for
Children
with
Disabilities
(NICHCY).
(2010,
June).
Emotional
Disturbance.
Retrieved
from
http://www.parentcenterhub.org/repository/emotionaldisturbance/.
National
Dissemination
Center
for
Children
with
Disabilities
(NICHCY).
(n.d.).
The
basic
special
education
process
under
IDEA
2004.
Retrieved
from
http://www.parentcenterhub.org/wp-content/uploads/repo_items/10steps.pdf.
National
Dissemination
Center
for
Children
with
Disabilities
(NICHCY).
(2011a,
January).
Intellectual
disabilities.
Retrieved
from
http://www.parentcenterhub.org/repository/intellectual/.
National
Dissemination
Center
for
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