Class 6 Guided Notes - Mendoza

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100A

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Apr 3, 2024

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Class 6 online (AD/HD & LD): guided notes EDUC 100A 1 Guided Notes Class 6: Attention Deficit/Hyperactivity Disorder (AD/HD) and Learning Disabilities (LD) EDUC 100A: Education for Students with Disabilities in Inclusive Settings Name: Date: Class 6 Readings notes Directions: Record at least 3-5 key points from the reading below. If you choose, you may record more notes to help you remember the information. 1. READ Textbook chapter: Armstrong ch. 2 (The multiple talents of students with learning disabilities) -A common reason children are referred for special education: is they are seen as slow/always spaced out - There are disorders that affect an array of areas such as reading, writing, speaking, listening, sensory processing, reasoning, calculating, and memory - Students may show unusual skills such as drawing, puzzles, and building models. 2. READ Textbook chapter: Armstrong Ch. 3 (The Joys of ADHD) - -Matthew Kutz- “Being ADD means you see things other people miss… being ADD, when I read a book about marine life, my mind allows me to travel with the fishes and imagine life beneath the sea- or I can read a book about astronomy and dance among the stars” - - Equates ADHD to hunters that the teacher must use to create an environment in the classroom that utilizes the student's curiosity - -the challenge is ensuring that our classroom stays safe and does not truly become a jungle

Class 6 online (AD/HD & LD): guided notes EDUC 100A 2 ONLINE Module 6 goals and agenda EDUC 100 COURSE LEARNING OBJECTIVES The focus of this course is on developing a foundational understanding of special education and how students with disabilities are supported in our schools and classrooms. The goal is to develop more knowledge about disabilities as well as challenge mindsets and perspectives around inclusion and disability. Class 6: ADHD & LD In this module, we will be focusing on Supporting Students with Attention Deficit/Hyperactivity Disorder (ADHD) and Learning Disabilities (LD). The goals are: 1. Consider the strengths and needs of students with ADHD and their experiences. 2. Reflect on how students with learning disabilities process information and how this insight can help guide teaching and supporting them. Keep at the forefront of your thoughts, this essential question as a guide throughout the module: How are students with disabilities experiencing learning in the classroom and how can they be understood and supported? Class 6 Deliverables 1. Deliverable 6.1 Discussion Board: Dear Student with AD/HD Graphic 2. Deliverable 6.2 Discussion Board: LD reflection 3. Class 6 Guided Notes CLASS 6: Resources for students with learning & attention challenges • Understood . A website for families and educators about individuals with learning and attention differences. Provides information, tip/fact sheets, and simulations. https://www.understood.org/ • Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) . A teacher and parent friendly website for children and youth with AD/HD. www.chadd.org • LD Online . A repertoire of articles that provide information, advice, tips, and strategies for students and adults with learning disabilities and ADHD. www.ldonline.org • Adolescent Literacy . Resources for parents and educators of kids in grades 4-12. www.adlit.org • Learning Disabilities Association of America (LDA). LDA creates opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. www.ldaamerica.org . • Intervention Central . Created by Jim Wright, this website provides free RTI academic and behavioral intervention and assessment resources for educators in grades K-12. www.interventionalcentral.org .

Class 6 online (AD/HD & LD): guided notes EDUC 100A 3 6.1 Attention Deficit/Hyperactivity Disorder (AD/HD) BLOGS about AD/HD from the perspective of children, youth, and parents. Directions: Choose one blog to read from the following list to deepen your understanding of these experiences of children and youth with Attention Deficit/Hyperactivity Disorder (ADHD). c Child’s perspective: “ Teacher, I Need your Help” What kids with attention deficit wish their teachers knew c High Schooler perspective: 12 Things ADHD high schoolers want their teachers to know c Parent perspective: What I wish my son’s teachers knew about him and ADHD Source: www.additudemag.com/download/benefits-of-adhd/ -memory challenges are real and we cannot make it seem as if they are unimportant -ADHD does not mean that they are unintelligent -When they ask repetitive questions they are trying to understand, not trying to be arrogant -Just because they struggle on their work does not mean they are not giving full effort or are being lazy -complting their homework is a goal but they often get stuck organizing their thoughts -adhd is not an excuse to do less woek but it is a real condition that affects them in numerous ways - sometimes they struggle to ask us for helop so we may need to give discreet help -do not call out the student about their behaviors in front of the class but wait untilo we can do it more privateluy -Special accomodations are not preferred by students but in some cases they may be necessary -they prefer clear/detailed expectations that they can see -it is important to educate ourselves about ADHD so that we know how to support individuals who have it -Always remember that individuals with ADHD also have feelings, desires, and a want to be accepted. They are people too and they may be acting out of frustration or shame UNDERSTANDING STUDENTS WITH AD/HD

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Class 6 online (AD/HD & LD): guided notes EDUC 100A 4 VIDEO : Dear Teacher: Heartfelt advice for Teachers from Students by Brainhighways ( https://youtu.be/lTMLzXzgB_s ) FACTS about AD/HD Did you know... VIDEO: What is ADHD by Understood.org : www.understood.org/en/learning-attention-issues/child-learning- disabilities/add-adhd/understanding-adhd Teacher and Parent friendly website about students with attention and learning issues. Record some interesting facts here: -boys with ADHD outnumber girls 4 to 1 -overlay with Learning disabilities: 10 to 25% and with Emotional disabilities: 25 to 50% -Adolecents with ADHD are more likely to experiment with alcohol, drugs, and tobacco -frequent overlap with ODD and CD Record notes from video here: -Be accommodating to students. Ex: allow them to move to a new spot in the classroom if they seem to be overstimulated or need to take abreak from the clas or their general area -openly communicate with your students Ask what they may need in order for you to accommodate their needs -offer your support to any students that may be struggling WHAT IS AD/HD?

Class 6 online (AD/HD & LD): guided notes EDUC 100A 5 IDEA Definition of Other Health Impaired (OHI) from: https://sites.ed.gov/idea/regs/b/a/300.8/c/9 Record notes from video about AD/HD here: -ADD and ADHD are the 2 most common terms that are commonly used ADHD is a problem in the brain where something goes wrong in the unfolding of the management system of the brain Nort only about their behavior or ability to listen to someone talking to them ADHD can affect the person’s ability to Organize Start up Stay focused on something Regulate their alertness Relax Regulate emotions Stay on one topic/thing on their mind

Class 6 online (AD/HD & LD): guided notes EDUC 100A 6 CHADD is another teacher and parent friendly website for ideas on supporting students with AD/HD. VIDEO : What is the Difference between School and Classroom Accommodations and Interventions? From: https://chadd.org/for-educators/teacher-training-video-series/ Directions: record notes from the video in the table below. INFOGRAPHICS. Directions : explore these flyers that provide some helpful ideas for teachers to support students with attention needs. Record some ideas in your Class 6 Guided Notes. • Tips for Teachers handout by CHADD • At a Glance: Classroom Accommodations for students with ADHD by Understood.org Accommodations & Supports for Students with ADHD Interventions for Students with ADHD - Accommodation – changes in how classroom context is received without changing the curriculum - Preferential seating - Writing out instructions on the board - Scheduled breaks for students to more around - Allowing students to stand up while they are working - Extended time on tests - Use of a timer for self monitoring on assignments - - Interventions are often times one on one sessions targeted on developing nre skills and building upon already known ones. - Semattic mapping - Writing mechanic practice - Learn and practice organizational skills - Practice reading comprehension - SUPPORTING STUDENTS WITH AD/HD

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Class 6 online (AD/HD & LD): guided notes EDUC 100A 7 Directions: You may use this Deliverable box to take notes as you brainstorm what you will say in your post, to write what you will say, OR not use it at all. It is your choice how you will use this box. Deliverable 6.1 Discussion Board: Dear Student Video/Graphic. As you reflect on what you've learned from the Dear Teacher video and the ADHD blogs, consider what you'd like to tell your future students with AD/HD about how you will work with them in an inclusive setting. In a similar format to the Dear Teacher video, you will create either a graphic (hand-drawn or digital) or a short video titled "Dear Future Students" whereby you will speak directly to your future students with AD/HD about 1) how you will understand their experience, 2) how you will support them, and 3) what you need from them to be an effective educator. You can use the template below (or go rogue with your own message addressing the three points above) to create the content and then decide if it's an image or short video. Dear Future Students It doesn’t always seem like ___________________________________________________________________ it's just ___________________________________________________________________________________. So this is what I’d like you to know about me __________________________________________________________________________________________ __________________________________________________________________________________________ So this is how you can maybe help __________________________________________________________________________________________ __________________________________________________________________________________________ And one more thing _________________________________________________________________________ __________________________________________________________________________________________ Sincerely, your (future) teacher

Class 6 online (AD/HD & LD): guided notes EDUC 100A 8 6.2 Students with Learning Disabilities (LD) LD SIMULATIONS. By Understood. www.understood.org/en/through-your-childs-eyes Learn what it feels like to have a reading, writing, or math disability and hear from students what it feels like. VIDEO WORKSHOP: Understanding Learning Disabilities: How Difficult Can This Be? F.A.T. City Workshop By Rick LaVoie (F.A.T. = Frustration.Anxiety.Tension) https://youtu.be/Q3UNdbxk3xs This workshop has stood the test of time. Recorded in the 1990s, this simulation of what it feels like to have a learning disability continues to be a historical gem in the field of special education. It has helped teachers and families gain a better understanding of what is happening inside the brain and heart of a child with learning and/or attention challenges. This was recorded before Person First Language was mandated by law in the 2004 Reauthorization of IDEA so keep in mind Dr. LaVoie uses deficit-based language, which is not recommended. Directions: Below is an outline of the main points throughout the workshop. In each box, record at least one idea to remind yourself of the main idea or tips for yourself as an educator I. Experiencing Frustration, Anxiety and Tension Students with LD experience these feeling when teachers: A. Use sarcasm which may make the class laugh, but creates a victim out of the student with LD. B. Move through question and answer periods so rapidly that students with LD cannot keep up and choose not to volunteer, or when called on, cannot answer. C. Become intimidating, and expect students with LD to look at them when they speak to them. II. Inability to Process Language Students with LD’s inability to process language as rapidly as others may make it necessary for teachers to: A. Move less rapidly through classroom discussion, especially the question and answer periods. B. Take the Student with LD aside and promise only to call on him/her when standing in front of the student’s desk. That way, only the teacher and the Student with LD know when the student is required to answer. UNDERSTANDING LEARNING DISABILITIES (LD) How does anxiety affect performance in the classroom : The student starts to get flustered and is unable to say their intended answer. They will then begin to shut down. Following the cliché of If I can’t see the teacher, the teacher can’t see me, and will avoid eye contact so that they cannot be chosen to answer. How is a student with LD processing information in the classroom that can impact performance: If classroom is working at a faster pace, students with LD can struggle since they cannot process all of it fast enough - If called upon to answer a question the student will need more time to process sicne they are processing the parts of the question in stages while a student without it will be able to process the question as a whole. - So

Class 6 online (AD/HD & LD): guided notes EDUC 100A 9 III. Risk Taking Sometimes intimidating situations in the classroom make students with LD hesitant to take risks. This leads to: A. Lack of participation in class discussion for fear of giving a wrong answer, which will be ridiculed. B. Students with LD developing into adults who are reluctant to take chances. If teachers respond positively to answers that students give, then students with LD might not be so reluctant to raise their hands and volunteer answers. This is a form of encouragement. IV. Visual Perception The visual perception challenges of students with LD make it difficult for them to immediately understand what they are looking at. This problem is exacerbated by teachers who: A. Urge the student with LD to “try harder” to understand what they are having trouble making sense of. B. Engage in “blaming the victim” by accusing the student with LD of not trying hard enough. V. Reading Comprehension Notes: - No Surprises - Ensure to have positive reinforcement. - If there is only negative reinforcement shown when they get the answer wrong, they may lose the risk factor of the question since they will only know if they were incorrect and will not get positive feedback when they are correct. Seeing is different than perceiving . Why does Mr. Lavoie emphasize this concept? -when being told to look at something a student with LD is seeing the image with their eyes -but they are not able to process the image so it is unclear The student can be pushed to say what it is but they will not be able to percvieve what is being depicted in the image -If we can give them time to look at the image and process what is happening , the teacher can then explain what is in the image is so that the student can say what is showin in the picture Notes : Students may be able to understand a list of vocabulary words -but they may not understand the same words and how they are used when they come across them in a passage -they may require proper instruction while in the text and description of what is being depicted in the passage. Main aspect is that students require direct instruction in order to fully understand what they are truly reading

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Class 6 online (AD/HD & LD): guided notes EDUC 100A 10 A. Students with LD struggle with reading comprehension even if they know and recognize individual words within a sentence. B. They may be dyslexic or might not have a grasp of the background information required to understand what they are reading. Comprehension often depends on background. VI. The Effect of Visual Perception on Behavior Often, the student with LD gets into trouble and does not know what he/she did wrong. Misperceptions of visual stimuli can lead the student with LD to give incorrect answers or respond inappropriately to situations. VII. Visual-Motor Coordination Difficulties with visual-motor coordination often make the writing process difficult for students with LD. VIII. Oral Expression The inability to retrieve stored linguistic information the way others can is called dysnomia. Teachers can help with this problem by giving the student with LD more time to answer and respond to questions. IX. Reading and Decoding Students with LD are often dyslexic and they cannot decode information as quickly as others can. Notes: -the only thing shown was a single picture Were not given background or an explanation of what the picture is showing - They are asked to give a title to the image being shown. - - most students were able to give the image a name based off of what they see - - but the video shows that not all students will understand and see what the teacher sees just by looking at the image - -student may not see the same thing and this would be deemed as wrong by the teacher and would be called out for it - Instead we need to explain what we are perceiving in the picture opposed to possibly embarrassing them in front of their peers - Notes:-students with LD often have trouble returning to their line of writing after getting off track for a moment -this is due to their trouble processing the correct directional track What is dysnomia , according to Richard D. Lavoie? Dysomia – word finding problem Speech for people with Dysomia is not an associative process but a cognitive process Difficulty processing multiple things at a time

Class 6 online (AD/HD & LD): guided notes EDUC 100A 11 Teachers should try not to ask rhetorical questions; it shuts down communication between teacher and student. X. Auditory and Visual Capabilities Students with LD often need to hear a written passage before they are able to comprehend it. Many students with LD benefit from having books or lectures on tape. XI. Fairness Teachers are urged to reexamine the notion of what is “fair.” “Fair” does not mean that every student gets the same treatment, but that every student gets what he/she needs. IDEA Definition of Learning Disability A Specific Learning Disability (SLD) is one of the 13 eligibility categories by which students with disabilities can receive services through IDEA. Below is a screenshot of the specific IDEA regulations criteria from the following website: https://sites.ed.gov/idea/regs/b/d/300.309. Notes: Letters that trouble students with Dyslexia are d, b , p,q From 0 to 5 we learn special orientation which does not dictate object identififcation If we use rhetorical questions we may make our students with LD shut down Notes: -Fairness is prividubg equal opportunities based on the needs of our individual students -if aa student does not have any special needs and does not require help processing instruction then leaving it at that is fair to them since they are able to process all parts of the lesson and complete it -when it comes to a student with LD we need to give them more auditory assistance in order for them to understand the things they are being taught -fairness for a student with Ld would be to give them extra time and/or extra auditory toolsd or instruction that can only help them

Class 6 online (AD/HD & LD): guided notes EDUC 100A 12 Video Lecture by Dr. Collado: ADHD & LD Record general notes about LD here: -3 types inattention , hyperactivity, combined type Critieria – can come woith diagnosis or will have to see how they fit the profile of a student with learning disabilities -are they not achieving adequately for their age In one or more of the categories listed -are they not making sufficient progress (intervention approach) Fhave things that they are gresat at and things theya re not and it impacts their learning Exclusion clause Can’t be related to anything else Not caused by any other factors DSM5 now has new ways to look at LDs Ocerall categories of learning disabilities Changes how they diagnose Looking at pattern /characteristics persistent over 6 months

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Class 6 online (AD/HD & LD): guided notes EDUC 100A 13 Directions: from Dr. Collado’s video lecture, record general notes in the first box and then specific information about types of LD in the table that follows. At the end of 6.2 you’ll come back to this table to fill in some additional accommodations. PowerPoint slides provided. Type of LD Characteristics & What it Feels like Accommodations Reading Disability (dyslexia) - Often referred to as dyslexia - Difficulties with decoding(hearing sounds/spoken words and connecting it to words) - Weakness in reading but no overall language delay - This leads to difficulties in areas such as - Reading quickly, spelling, handwriting, reading comprehension Comprehension: - Often referred to as hyperlexia - High word reading ability but significantly lower comprehension - May have deficit in oral language - Difficultu in all stages of processing but mainly language - - Audiobooks - Pictures of directions/schedules - Large print text - Simplify directions with key words that are important. - Provide colored strips/bookmarks to follow the text - Step-by-step instructions - Repeat directions then check to see if they understand - Use small group teaching - Consistent daily routines - Notes from lessons or organizers to fill in as they follow the lesson - Review skills daily - Pre-teach new concepts - Provide extra time for reading - Different ways to respond - Hadn out letter/number strips - Sentence starters - Examples of work - Worksheet problems laid out from easiest to hardest - Demonstrate in different ways Writing Disability (dysgraphia) - related to spelling or taking thoughts and turning it into writing - difficulties with physical act of writing and how they write, or written expression: can tell whole story bit can’t write it - can be due to learning disability or ADHD Inconsistencies in letter formation, spacing or page orientation. Illegible writing despite adequate timinbg Talking to self while writing Watching hand while writing - give extra time take notes/copy/ take tests - provide a typed copy of class notes Allow them to record a section of the class to review - Allow to start writing projects and assignments early - Provide paper with name/date/title/etc already done for them - Give lesson outline - Request a scribe so the student can dictate tests/assignments - Grade based on what they know not the spelling or handwriting

Class 6 online (AD/HD & LD): guided notes EDUC 100A 14 Type of LD Characteristics & What it Feels like Accommodations Slow copying Omitted words Cramped, usual grip - Give worksheets so they do not have to copy the board - Examples - Break down assignments into steps - Proofreader - Choose if they will print or use cursive - Try different types of instruments to write - Use graph paper to write math problems sideways - Raised or different color liens for students Math Disability (dyscalculia) - 2 categories calculation or problem solving - Good to have visual reminders. - And know what is difficult for this particular student - Inconsistences in answers for math operations - Difficulties remembering - Math facts - Formulas - Abstract concepts like time/direction - Recalling numbers - Remembering how to keep score in a game - Following procedures - - Review what they already know - Let them talk about how to solve the problem - Write out in charts or sketch - Use graph paper to help line up numbers - List of math formulas taught in class - Use manipulatives such as coins blocks puzzles - Separate worksheet for word problems and number problems - Highlight key words or numbers on word problems - Allow extra time on tests - Use a chart of math factors - Allow to use a calculator - Break down worksheets into sections - Use objects like blocks to teach math - Check often to see if they understand INFOGRAPHICS. Directions : fill in some ways to support students in the table above using the following Classroom Accommodations flyers by Understood.org for students with the 3 types of LD (click on the LD below for the flyer) : • Dysgraphia (learning disability: writing) SUPPORTING STUDENTS WITH LD

Class 6 online (AD/HD & LD): guided notes EDUC 100A 15 • Dyslexia (learning disability: reading) • Dyscalculia (learning disability: math) Directions: You may use this Deliverable box to take notes as you brainstorm what you will say in your post, to write what you will say, OR not use it at all. It is your choice how you will use this box. Deliverable 6.2 Discussion Board: LD Reflection. Now to reflect on what you’ve learned about Learning Disabilities (LD). In 3-4 sentences write one thing that surprised you about students with LD and how this impacts you as an educator.

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Class 6 Guided Notes - Mendoza

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