Learning Disabled
Courtesy http://specialed.about.com/cs/exceptionalities/a/learningd.htm
From Sue
What Is a Learning Disability?
Typically, students with learning disabilities have an average intelligence but they will require more specific instructional strategies, program modifications or accommodations. A learning disability does not include a disability resulting from vision, hearing impaired, physical or behavior. Although, many behavior disabled students often have learning difficulties. Descrepancies between academic performance and actual intellectual ability will occur. Diagnosis of a learning disability usually occurs after the child has had a WISC R performed which is the standardized test and is done by a psychologist - usually. Definitions of learning disabilities will often vary from district to district but do tend to convey a common meaning.
Comprehensive list of characteristics of learning disabled students by their specific category:
Visual Perceptual
letter reversals, b for d, p for q
letter and or number inversions: m for w, p for b etc.
finds reasons not to read, says he/she's tired
complains that their eyes hurt
doesn't copy questions or passages correctly
re-reads and skips lines
loses the spot where he/she was reading
makes sequencing errors, will say on for no or saw for was
these children often erase things constantly
The following list are some characteristics regarding visual motor deficits:
rarely leaves enough spaces between words and letters are often jumbled together
letters are often hard to determine, they're written in a clumsy fashion
difficulty coloring between the lines
difficulty with fine motor chores like cutting, glueing, holding pencils and crayons properly.
Auditory Perceptual
Difficulty articulating
Understand only when information is repeated or spoken slowly
often doesn't distinguish differences between sounds
isn't able to distinguish where the sound is coming from
doesn't follow directions or instructions or benefit overly from oral instruction
often avoids participating
can't remember information that was presented orally
confuses similar sounds
performs poorly in most listening activities
Body and Spatial Relationships
Easily lost or confused about directions even when the surroundings are familiar
confuses up and down with right and left, exhitibs directionality problems
written work exhibits weak spacing of letters and words with some directionality issues
has great difficulty when columns or graphs are needed in arithmetic
exhibits some clumsy tendencies
directionality concepts are initially quite difficult to learn, over, on, beside, under etc
Conceptual Deficits
Doesn't make connections in similar learning concepts. E.g., 5+3=8 becomes an unknown when asked what 3+5 equals.
Has difficulty comparing things or classifying and sorting items according to a specific criteria
Time concepts present difficulty, before, after, tomorrow, last week etc.
often doesn't get jokes or ideas in humorous situations
Creativity and imagination is usually limited
Often slow to respond
Difficult time prediciting what may happen next, or answering comprehension type questions
Comments are often off track
Difficulty thinking in a logical or sequential manner
Difficulty with number concepts
Often requires a great deal of clarification and one to one support
Memory Deficits
Often doesn't remember what was seen, heard or shown.
Has difficulty with remembering sequences in directions or instructions.
Often forgets the pronounciation of frequently used words, spelling is weak.
Sight vocabulary is weak and reading is often slow to develop.
Difficulty with items that need to be memorized - facts, speeches, rhymes etc.
Often appears forgetful.
Expressive and receptive language is weak.
Rarely uses appropriate nouns, refers to that thing, or you know.
Often repeats the same errors
Behavior Deficits
Has good and bad days and struggles to sit still.
Doesn't always consider consequences before acting - impulsive.
Often has a short fuse or low frustration level
Difficulty finishing assignments and is often a result of being easily distracted
Can be fidgety and often needs to tap fingers, feet, twiddle pencils etc.
Mind wanders a lot and tends to have mood swings
Can exhibit negativistic or oppositional behavior
Doesn't follow rules and makes fun of others, exhibits mood swings
Difficult time minding his/her own business
Often is disorganized, loses things etc.
Best Practices
Provide a positive learning climate that fosters improved self esteem/confidence
Remember that the inclusive classroom works best and the child will benefit from much 1 to 1 for individual support which is dependent on the area of disability e.g., math, reading, writing etc.
Provide a quite place to work such as a study carrell
Provide visual cues and peer mentoring
Provide specific skill instruction.
Present information in as many modalities as is possible
Provide consistent and ongoing clarification
Teach the students 'strategies' not just facts
Keep instructions and directions simple, one at a time
Repeat or rephrase instructions
Reduce working time and expectations initially to ensure the student is successful
Try to ensure that there's a good partnership between home and school and keep parents informed as to how they can support at home.
Provide alternative testing strategies: vocal, dictated etc.
Remember, much can be done to support and assist the child with a learning disability.
The earlier the disability is detected, the earlier the appropriate interventions can be put into place which often leads to better outcomes. Patience, self-esteem boosting and a belief in the child is critical.
ADHD: An Introduction
Courtesy http://www.familyeducation.com
Mary Fowler
Is ADD something new?
References to ADD-type symptoms have been found in the medical literature for almost 100 years. In fact, this syndrome is one of the most widely researched of all childhood disorders. Scientific experts have long understood ADD as a disability that can and does cause serious lifelong problems, particularly when nothing is done to manage the difficulties associated with the disorder.
Throughout all these years of research, the children with ADD have not changed. The characteristics of ADD evident 40 years ago are still the same seen today. It is our understanding of ADD that has evolved. The knowledge we have gained through research has, in fact, led to a change in the disorder's name and in the way it is viewed.
What is Attention Deficit Disorder?
ADD is officially called Attention-Deficit/Hyperactivity Disorder, or ADHD (American Psychiatric Association, 1994), although most lay people, and even some professionals, still call it ADD (the name given in 1980). The disorder's name has changed as a result of scientific advances and the findings of careful field trials; researchers now have strong evidence to support the position that ADHD is not one specific disorder with different variations. In keeping with this evidence, ADHD is now divided into three subtypes, according to the main features associated with the disorder: inattentiveness, impulsivity, and hyperactivity. The three subtypes are:
ADHD Predominantly Combined Type,
ADHD Predominantly Inattentive Type, and
ADHD Predominantly Hyperactive-Impulsive Type.
These subtypes take into account that some children with ADHD have little or no trouble sitting still or inhibiting behavior, but may be predominantly inattentive and, as a result, have great difficulty getting or staying focused on a task or activity. Others with ADHD may be able to pay attention to a task but lose focus because they may be predominantly hyperactive-impulsive and, thus, have trouble controlling impulse and activity. The most prevalent subtype is the combined type. These children will have significant symptoms of all three characteristics.
What Causes ADHD?
ADHD is a neurobiologically-based developmental disability estimated to affect between 3-5 percent of the school age population (Professional Group for Attention and Related Disorders, 1991). No one knows exactly what causes ADHD. Scientific evidence suggests that the disorder is genetically transmitted in many cases and results from a chemical imbalance or deficiency in certain neurotransmitters, which are chemicals that help the brain regulate behavior. In addition, a landmark study conducted by the National Institute of Mental Health showed that the rate at which the brain uses glucose, its main energy source, is lower in subjects with ADHD than in subjects without ADHD (Zametkin et al., 1990).
Even though the exact cause of ADHD remains unknown, we do know that ADHD is a neurologically-based medical problem. Parents and teachers do not cause ADHD. Still, there are many things that both can do to help a child manage his or her ADHD-related difficulties. Before we look at what needs to be done, however, let us look at what ADHD is and how it is diagnosed.
Reprinted from National Information Center for Children and Youth with Disabilities (NICHCY) Briefing Paper, Revised Edition, October 1994. Contact NICHCY at P.O. Box 1492, Washington, DC 20013-1492; phone: 800/695-0285 or 202/884-8200 (Voice/TT)
ADHD: What are the Signs?
Professionals who diagnose ADHD use the diagnostic criteria set forth by the American Psychiatric Association (1994) in the Diagnostic and Statistical Manual of Mental Disorders. The fourth edition of this manual, known as the DSM-IV, was released in May 1994. The criteria in the DSM-IV (discussed below) and the other essential diagnostic features listed in "Defining Attention-Deficit/Hyperactivity Disorder" are the signs of ADHD. As can be seen, the primary features associated with the disability are inattention, hyperactivity, and impulsivity. The discussion below describes each of these features and lists their symptoms, as given in the DSM-IV.
Defining Attention-Deficit/Hyperactivity Disorder*
Instead of a single list of 14 possible symptoms as listed in the prior edition of the DSM (the DSM-III-R), the DSM-IV categorically sorts the symptoms into three subtypes of the disorder:
Combined Type -- multiple symptoms of inattention, impulsivity, and hyperactivity;
Predominantly Inattentive Type -- multiple symptoms of inattention with few, if any, of hyperactivity-impulsivity;
Predominantly Hyperactive-Impulsive Type -- multiple symptoms of hyperactivity-impulsivity with few, if any, of inattention.
Other essential diagnostic features of ADHD include:
Symptoms of inattention, hyperactivity, or impulsivity must persist for at least six months and be maladaptive and inconsistent with developmental levels;
Some of the symptoms causing impairment must be present before age seven years;
Some impairment from the symptoms is present in two or more settings (e.g., at school/work, and at home);
Evidence of clinically significant impairment is present in social, academic, or occupational functioning;
Symptoms do not occur exclusively during the course of Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or Personality Disorder).
Inattention and Hyperactivity
A child with ADHD is usually described as having a short attention span and as being distractible. In actuality, distractibility and inattentiveness are not synonymous. Distractibility refers to the short attention span and the ease with which some children can be pulled off-task. Attention, on the other hand, is a process that has different parts. We focus (pick something on which to pay attention), we select (pick something that needs attention at that moment), and we sustain (pay attention for as long as is needed). We also resist (avoid things that remove our attention from where it needs to be), and we shift (move our attention to something else when needed).
When we refer to someone as distractible, we are saying that a part of that person's attention process is disrupted. Children with ADHD can have difficulty with one or all parts of the attention process. Some children may have difficulty concentrating on tasks (particularly on tasks that are routine or boring). Others may have trouble knowing where to start a task. Still others may get lost in the directions along the way. A careful observer can watch and see where the attention process breaks down for a particular child.
Symptoms of inattention, as listed in the DSM-IV, are
Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities;
Often has difficulty sustaining attention in tasks or play activities;
Often does not seem to listen when spoken to directly;
Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions);
Often has difficulty organizing tasks and activities;
Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework);
Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools);
Often easily distracted by extraneous stimuli;
Often forgetful in daily activities. (American Psychiatric Association, 1994, pp. 83-84)
Hyperactivity
Excessive activity is the most visible sign of ADHD. The hyperactive toddler/preschooler is generally described as "always on the go" or "motor driven". With age, activity levels may diminish. By adolescence and adulthood, the overactivity may appear as restless, fidgety behavior (American Psychiatric Association, 1994).
Symptoms of hyperactivity, as listed in the DSM-IV, are
Often fidgets with hands or feet or squirms in seat;
Often leaves seat in classroom or in other situations in which remaining seated is expected;
Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to
subjective feelings of restlessness);
Often has difficulty playing or engaging in leisure activities quietly;
Often "on the go" or often act as if "driven by a motor";
Often talks excessively. (APA, 1994, p. 84)
When people think of impulsivity, they most often think about cognitive impulsivity, which is acting without thinking. The impulsivity of children with ADHD is slightly different. These children act before thinking, because they have difficulty waiting or delaying gratification. The impulsivity leads these children to speak out of turn, interrupt others, and engage in what looks like risk-taking behavior. The child may run across the street without looking or climb to the top of very tall trees. Although such behavior is risky, the child is not really a risk-taker but, rather, a child who has great difficulty controlling impulse. Often, the child is surprised to discover that he or she has gotten into a dangerous situation and has no idea of how to get out of it.
Symptoms of impulsivity, as listed in the DSM-IV (p. 84), are:
Often blurts out answers before questions have been completed;
Often has difficulty awaiting turn;
Often interrupts or intrudes on others (e.g., butts into conversations or games).
It is important to note that, in the DSM-IV, hyperactivity and impulsivity are no longer considered as separate features. According to Barkley (1990), hyperactivity-impulsivity is a pattern stemming from an overall difficulty in inhibiting behavior.
In addition to problems with inattention or hyperactivity-impulsivity, the disorder is often seen with associated features. Depending on the child's age and developmental stage, parents and teachers may see low frustration tolerance, temper outburts, bossiness, difficulty in following rules, disorganization, social rejection, poor self-esteem, academic underachievement, and inadequate self-application (American Psychiatric Association, 1994).
*Drawn from the American Psychiatric Association (1994), Diagnostic and Statistical Manual of Mental Disorders (4th ed.), pp. 83-85. Reprinted with permission.
Reprinted from National Information Center for Children and Youth with Disabilities (NICHCY) Briefing Paper, Revised Edition, October 1994. Contact NICHCY at P.O. Box 1492, Washington, DC 20013-1492; phone: 800/695-0285 or 202/884-8200 (Voice/TT).
ADHD: An Age-by-Age Guide
Courtesy http://www.familyeducation.com
The Early Years
At 11 months, Moira Munns' son, Zachary, was a whirlwind of activity. "I would be cleaning up one mess and he'd already be into the next one," says Munns, president of the Attention Deficit Information Network, Inc., a Needham, Massachusetts ADHD support organization. "This went on all day. When he learned to walk, I never sat down again." Zachary's interest in climbing and "no sense of caution" led to the first of many trips to the emergency room and eventually to a diagnosis of ADHD at age four.
In his book, Taking Charge of ADHD: The Complete, Authoritative Guide for Parents, Russell A. Barkley, Ph. D., says that potential predictors of ADHD include a family history of the disability, a greater-than-normal number of complications during pregnancy, and a pregnant woman's smoking and alcohol consumption and poor health. The following symptoms may indicate that an infant, toddler, or preschooler has ADHD:
· A strong, intense reaction to being stimulated
· A high activity level; finding it hard to sit still, being constantly in motion
· Demanding and being persistent in their desire for things
· An inability to play with a toy or do one activity for a long period of time
· Inattention, negativity and a low capacity to adjust to change
· Having trouble sharing, waiting, and taking turns
· Poor eating and sleeping habits
· Serious defiance
The Elementary Years
Sitting at his desk in the classroom was next to impossible for "Adam," who was identified as having ADHD in second grade, says his mother Amy. His difficulties with school didn't end when he came home.
"He didn't have papers, books, and assignments," she says. "He couldn't concentrate and homework took him hours. He would stop a million times to go to the refrigerator or bathroom."
During the school years, demands are placed on children to listen, cooperate, organize, follow directions, and pay attention - activities that children with ADHD may find difficult. This inability to deal with the structure of school may interfere with learning and academic achievement. A child with ADHD may:
· Be easily distracted and not able to finish assignments or chores
· Fidget and squirm in his/her seat and wander around the classroom
· Talk at inappropriate times and often blurt out answers to questions
· Be disorganized and frequently lose things
· Be socially immature, with few friends
If untreated, Russell A. Barkley, Ph.D., author of Taking Charge of ADHD, says that 30 to 50 percent of children between the ages of 7 and 10 with ADHD are likely to show symptoms of conduct disorder and behavior problems such as lying or petty thievery.
The Teen Years
"Edward" wasn't hyperactive. In fact, his mother, Mary, describes him as "extremely" relaxed and quiet. She felt he was a very smart kid, but he struggled through school.
"His teachers were always writing comments on his paper, 'doesn't follow directions' or 'has trouble following assignments,'" she says. "He was easily distracted. Even his thoughts were distracting."
It wasn't until Edward was diagnosed in his sophomore year of high school with ADD, which has the same symptoms as ADHD but without hyperactivity, that he finally got the help he needed.
Research has shown that children usually do not outgrow ADD or ADHD. Russell A. Barkley, Ph.D., author of Taking Charge of ADHD, says when the syndrome has not been identified and a program of behavior management implemented by the pre-teen and teen years, problems often escalate. According to Barkley:
· Thirty to 45 percent will receive special educational assistance by the end of sixth grade.
· Thirty percent of teens with the disorder may experiment with or abuse substances such as alcohol and marijuana.
· Thirty-five percent quit school before completion.
· At least three times as many teens with ADHD than those without the disorder have failed a grade, been suspended, or been expelled from school.
Recognizing Attention Deficit Hyperactivity Disorder (ADHD) in your child can be difficult to determine and requires a medical diagnosis. Symptoms usually start before a child reaches age seven and last for six months or longer. Seeing signs of ADHD doesn't necessarily mean that a child has the syndrome, so discuss your observations with your pediatrician.
Find out if your child's symptoms fit the profile for ADHD Part 1
Courtesy http://www.familyeducation.com
Your child has exhibited the following symptoms for at least the past six months:
1: Often fails to give close attention to details or makes careless mistakes.
Yes.
No.
2: Often has difficulty sustaining attention in tasks or play activities.
Yes.
No.
3: Often does not appear to listen when spoken to directly.
Yes.
No.
4: Often doesn't follow through on instructions or fails to complete schoolwork or chores.
Yes.
No.
5: Often has difficulty with organization.
Yes.
No.
6: Often avoids or dislikes tasks requiring sustained mental effort (such as school or homework).
Yes.
No.
7: Often loses things needed for tasks or activities (e.g., toys, school assignments, pencils, books, etc.)
Yes.
No.
8: Is often easily distracted.
Yes.
No.
9: Is often forgetful in daily activities.
Yes.
No.
RESULTS AND SCORING BELOW
Does Your Child Have ADHD?
Calculate your score - 1 Point for each yes answer, 0 for a negative answer.
0 - 5: Your child probably doesn't have ADHD Predominantly Inattentive Type.
6 - 9: Your child may have ADHD Predominantly Inattentive Type. Keep in mind that symptomatic impairment is often present before the age of seven years and must be present in two or more settings (e.g., at school and at home).
What to do next
Remember, if you suspect your son or daughter may have ADHD, you should talk to your doctor about getting a complete neuropsychological evaluation of your child. Only professionals trained in the diagnosis and treatment of ADHD can determine if your child really has an attention deficit disorder.
Find out if your child's symptoms fit the profile for ADHD Part 2
Courtesy http://www.familyeducation.com
Does Your Child Have ADHD?
Is your child fidgety, always on the go, or easily distracted? Maybe he has ADHD. To find out if your child's symptoms fit the profile for ADHD, take this quiz.
Your child has exhibited the following symptoms for at least the past six months:
1: Often fails to give close attention to details or makes careless mistakes.
Yes.
No.
2: Often has difficulty sustaining attention in tasks or play activities.
Yes.
No.
3: Often does not appear to listen when spoken to directly.
Yes.
No.
4: Often doesn't follow through on instructions or fails to complete schoolwork or chores.
Yes.
No.
5: Often has difficulty with organization.
Yes.
No.
6: Often avoids or dislikes tasks requiring sustained mental effort (such as school or homework).
Yes.
No.
7: Often loses things needed for tasks or activities (e.g., toys, school assignments, pencils, books, etc.)
Yes.
No.
8: Is often easily distracted.
Yes.
No.
9: Is often forgetful in daily activities.
Yes.
No.
RESULTS AND SCORING BELOW
Does Your Child Have ADHD?
Calculate your score - 1 Point for each yes answer, 0 for a negative answer.
0 - 5: Your child probably doesn't have ADHD Predominantly Inattentive Type.
6 - 9: Your child may have ADHD Predominantly Inattentive Type. Keep in mind that symptomatic impairment is often present before the age of seven years and must be present in two or more settings (e.g., at school and at home).
What to do next
Remember, if you suspect your son or daughter may have ADHD, you should talk to your doctor about getting a complete neuropsychological evaluation of your child. Only professionals trained in the diagnosis and treatment of ADHD can determine if your child really has an attention deficit disorder.
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