Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Modifications |
| Grant |
ADD/ADHD, Dysgraphia, Learning Disability
As reported on the Education World website
www.education-world.com/a_issues/issues148c.shtml , the American Association of Child and Adolescent Psychiatry estimates that every classroom in America, on average, has at least one student with ADD/ADHD. This means that it’s a very serious issue for every instructor. On the other side of the coin, Ritalin has often been described as the most over-prescribed drug in America and ADD/ADHD the most over-diagnosed disease in children (and, ironically, a very under-diagnosed disease in adults). Furthermore, as with most diseases which are classified by symptoms rather than etiology, the definitions in this area are unstable. One prominent psychiatrist interviewed on CNN recently believes that there are eight distinct diseases in this area. Most children with an ADD or ADHD diagnosis are given Ritalin or Adderal. This latter contains dextroamphetamine and a derivative of it, so if your student is misdiagnosed and given that drug you literally have a regular kid running around on ‘dexies’, the once popular street drug. All of this leaves instructors in quite a quandary: if the highly trained medical professionals can’t seem to get it right, what on earth are we supposed to do?
First, don’t trust your own ability to judge whether a student has ADD/ADHD. If a parent informs you that their child has it, then deal with that student accordingly. If a student merely displays a number of the typical symptoms (inability to concentrate for any period of time, restiveness, disruptive behavior), don’t assume they have it and need to be on a drug; instead, apply some of the sensible behavior modification tactics that are recommended for ADD/ADHD students. Here is a list from the website noted above. Not all of these ideas are good, in my view. I’ve interpolated a number of comments:
• Display classroom rules. Classroom rules must be very clear and concise.
• Provide clear and concise instructions for academic assignments.
• Break complex instructions into small parts. [Note that these first three, especially this one, is in direct conflict with the ‘open’ style of pedagogy advocated in Boaler’s book and in PBI in general.]
• Show students how to use an assignment book to keep track of their homework and daily assignments.
• Post a daily schedule and homework assignments in the same place each day. Tape a copy on the child's desk. [The first part is a good idea. The second part is a terrible idea. I can’t imagine a more effective way to stigmatize a student, to invite his classmates to call him ‘retard’ than taping instructions to his/her desk.]
• Plan academic subjects for the morning hours.
• Provide regular and frequent breaks. [Both these probably can’t be done without drawing counterproductive attention to the student.]
• Seat the child away from distraction and next to students who will be positive role models.
• Form small group settings when possible. Children with ADHD can become easily distracted in large groups.
• Find a quiet spot in the classroom (such as a place in the back of the room) where students can go to do their work away from distractions. [This sounds like a bad idea. There are no places in a classroom that are significantly more quiet than others and students who are negative role models in the relevant respects almost always sit at the back, students who are positive role models towards the front.]
• Train the student with ADHD to recognize "begin work" cues.
• Establish a secret signal with the child to use as a reminder when he or she is off task. [If the intention here is to avoid having to constantly reprimand the student publicly, this is a good idea. However, it is hard to picture exactly how this tactic would be effected.]
• Help the child with transitions between other classes and activities by providing clear directions and cues, such as a five-minute warning before the transition.
• Assign tutors to help children with ADHD stay on task. Tutors can help them get more work done in less time and provide constant reinforcement. [I hope this is referring to tutors outside of class. If not, we’re back to the stigmatizing problem. If so, this tactic seems to be irrelevant to the issue at hand which is dealing with the student in class.]
• Focus on a specific behavior you wish to improve and reinforce it. Teachers can reinforce target behaviors by paying attention to the behavior, praising the child, and awarding jobs and extra free time.
• Offer more positive reinforcements than negative consequences.
• Explain to the student what to do to avoid negative consequences.
• Reward target behaviors immediately and continuously.
• Use negative consequences only after a positive reinforcement program has enough time to become effective.
• Deliver negative consequences in a firm, business-like way without emotion, lectures, or long-winded explanations.
A final remark. Many parents are familiar with the controversies surrounding the use of Ritalin and similar drugs. They may be reluctant to take their child to a psychiatrist because they don’t understand that drugs sometimes, and in this case semi-reliably, produce paradoxical reactions (why would you give speed to a kid who can’t sit still?) Ritalin does work for some kids but it definitely does not work for all kids who present ADD/ADHD symptoms. It may be helpful for parents to know that there is now a non-stimulant drug for ADD/ADHD (www.strattera.com/index.jsp).
http://www.as.wvu.edu/~scidis/dysgraphia.html
STRATEGIES
1. Encourage students to outline their thoughts. It is important to get the main ideas down on paper without having to struggle with the details of spelling, punctuation, etc
2. Have students draw a picture of a thought for each paragraph.
3. Have students dictate their ideas into a tape recorder and then listen and write them down later.
4. Have them practice keyboarding skills. It may be difficult at first, but after they have learned the pattern of the keys, typing will be faster and clearer than handwriting.
5. Have a computer available for them to organize information and check spelling. Even if their keyboarding skills aren't great, a computer can help with the details.
6. Have them continue practicing handwriting. There will be times throughout a student's life that they will need to be able to write things down and maybe even share their handwriting with others. It will continue to improve as long as the student keeps working at it.
7. Encourage student to talk aloud as they write. This may provide valuable auditory feedback.
8. Allow more time for written tasks including note-taking, copying, and tests.
9. Outline the particular demands of the course assignments/continuous assessment; exams, computer literacy etc. so that likely problems can be foreseen.
10. Give and allow students to begin projects or assignments early.
11. Include time in the student's schedule for being a 'library assistant' or 'office assistant' that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the material being learned.
12. Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the details under major headings (or provide the details and have the student provide the headings).
13. Allow the student to dictate some assignments or tests (or parts thereof) a 'scribe'. Train the 'scribe' to write what the student says verbatim and then allow the student to make changes, without assistance from the scribe.
14. Remove 'neatness' or 'spelling' (or both) as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process.
15. With the students, allow abbreviations in some writing (such as b/c for because). Have the student develop a repertoire of abbreviations in a notebook. These will come in handy in future note-taking situations.
16. Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the student copy the problems.
17. Separate the writing into stages and then teach students to do the same. Teach the stages of the writing process (brainstorming, drafting, editing, and proofreading, etc.). Consider grading these stages even on some 'one-sitting' written exercises, so that points are awarded on a short essay for brainstorming and a rough draft, as well as the final product.
18. On a computer, the student can produce a rough draft, copy it, and then revise the copy, so that both the rough draft and final product can be evaluated without extra typing.
19. Encourage the student to use a spellchecker and, if possible, have someone else proofread his work, too. Speaking spellcheckers are recommended, especially if the student may not be able to recognize the correct word (headphones are usually included).
20. Allow the student to use cursive or manuscript, whichever is most legible
21. Encourage primary students to use paper with the raised lines to keep writing on the line.
22. Allow older students to use the line width of their choice. Keep in mind that some students use small writing to disguise its messiness or spelling.
23. Allow students to use paper or writing instruments of different colors.
24. Allow student to use graph paper for math, or to turn lined paper sideways, to help with lining up columns of numbers.
25. Allow the student to use the writing instrument that is most comfortable for them.
26. If copying is laborious, allow the student to make some editing marks rather than recopying the whole thing.
27. Consider whether use of speech recognition software will be helpful. If the student and teacher are willing to invest time and effort in 'training' the software to the student's voice and learning to use it, the student can be freed from the motor processes of writing or keyboarding.
28. Develop cooperative writing projects where different students can take on roles such as the 'brainstormer,' 'organizer of information,' 'writer,' 'proofreader,' and 'illustrator.'
29. Provide extra structure and use intermittent deadlines for long-term assignments. Discuss with the student and parents the possibility of enforcing the due dates by working after school with the teacher in the event a deadline arrives and the work is not up-to-date.
30. Build handwriting instruction into the student's schedule. The details and degree of independence will depend on the student's age and attitude, but many students would like to have better handwriting.
31. Keep in mind that handwriting habits are entrenched early. Before engaging in a battle over a student's grip or whether they should be writing in cursive or print, consider whether enforcing a change in habits will eventually make the writing task a lot easier for the student, or whether this is a chance for the student to make his or her own choices. Beware of overload, the student has other tasks and courses.
32. Teach alternative handwriting methods such as "Handwriting Without Tears." <www.hwtears.com/inro.htm>
33. Writing just one key word or phrase for each paragraph, and then going back later to fill in the details may be effective.
34. Multisensory techniques should be utilized for teaching both manuscript and cursive writing. The techniques need to be practiced substantially so that the letters are fairly automatic before the student is asked to use these skills to communicate ideas.
35. Have the students use visual graphic organizers. For example, you can create a mind map so that the main idea is placed in a circle in the center of the page and supporting facts are written on lines coming out of the main circle, similar to the arms of a spider or spokes on a wheel.
36. Do papers and assignments in a logical step-wise sequence. An easy way to remember these steps is to think of the word POWER.
P - plan your paper
O - organize your thoughts and ideas
W - write your draft
E - edit your work
R - revise your work, producing a final draft
37. If a student becomes fatigued have them try the following:
* Shake hands fast, but not violently.
* Rub hands together and focus on the feeling of warmth.
* Rub hands on the carpet in circles (or, if wearing clothing with some mild texture, rub hands on thighs, close to knees)
* Use the thumb of the dominant hand to click the top of a ballpoint pen while holding it in that hand. Repeat using the index finger.
* Perform sitting pushups by placing each palm on the chair with fingers facing forward. Students push down on their hands, lifting their body slightly off the chair.
38. Allow student to tape record important assignments and/or take oral tests.
39. Prioritize certain task components during a complex activity. For example, students can focus on using descriptive words in one assignment, and in another, focus on using compound sentences.
40. Reinforce the positive aspects of student's efforts.
41. Be patient and encourage student to be patient with himself.
Strategies For Spelling Difficulties:
1. Encourage consistent use of spell checker to decrease the overall demands of the writing task and encourage students to wait until the end to worry about spelling.
2. Encourage use of an electronic resource such as the spell check component in a Franklin Language Master® to further decrease the demands. If student has concurrent reading problems, a Language Master® with a speaking component is most helpful because it will read/say the words.
3. Have the student look at each word, then close their eyes and visualize how it looks, letter by letter.
4. Have the student spell each word out loud while looking at it, then look away and spell it out loud again several times before writing it down.
5. Have the students break the spelling list down into manageable sections of only 3 to 5 words. Then take a break after mastering each section.
6. Have a scrabble board and computer accessible for affected students
http://www.as.wvu.edu/~scidis/learning.html
General Information
* Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
There are many types of learning disabilities as one person vary from another. Some of the situations commonly found are dyslexia (inability to read), dyscalcula (inability in math reasoning), dysgraphia (difficulty with syntax), visual, and audio difficulties. Generally, a person with learning disabilities experience difficulties in study skills, writing skills, oral skills, reading skills, math skills, and social skills.
In studying, students experience inability to organize time therefore unable to finish assignments on time, and they have trouble taking notes and following instructions. They often have difficulty spelling correctly and have frequent grammatical errors which results in poor sentence stucture and poor penmanship. If the lecturer speaks too fast, they will have difficulty understanding the lecture and recalling the words. They are usually slow readers and sometimes hae incorrect comprehension and poor retention. Confusion with math symbols are common, as well as difficulty with concepts of time and money. Realizing their inabilities result in low self-esteem which greatly affects their social skills. They might have impulsive behavior and disorientated in time.
Dealing with students with learning disabilities takes patience. The following are some suggestions and guidelines for a teacher with students with learning disabilities.
General Courtesy
* Don't assume that the person is not listening just because you are getting no verbal or visual feedback.
* Don't assume that you have to explain everything to students with learning disabilities. They do not necessarily have a problem with general comprehension.
* Consult with the special education specialist to obtain help in understanding the specific nature of the learning disability for each student.
* Never assess a student's capabilities based solely on their IQ or other standardized test scores.
* Give student with learning disabilities priority in registration for classes.
* Allow course substitution for nonessential course requirements in their major studies.
* A student may have documented intelligence with test scores in the average to superior range with adequate sensory and motor systems and still have a learning disability. Learning disabilities often go undiagnosed, hence teacher observation can be a major source of identification.
* Bring to the student's attention science role models with disabilities with a similar disability to that of the student. Point out that this individual got ahead by a combination of effort and by asking for help when needed.
Teacher Presentation
* Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
* Use an overhead projector with an outline of the lesson or unit of the day.
* Reduce course load for student with learning disabilities.
* Provide clear photocopies of your notes and overhead transparencies, if the student benefits from such strategies.
* Provide students with chapter outlines or study guides that cue them to key points in their readings.
* Provide a detailed course syllabus before class begins.
Ask questions in a way that helps the student gain confidence.
* Keep oral instructions logical and concise. Reinforce them with a brief cue words.
Repeat or re-word complicated directions.
* Frequently verbalize what is being written on the chalkboard.
* Eliminate classroom distractions such as, excessive noise, flickering lights, etc.
* Outline class presentations on the chalkboard or on an overhead transparency.
Outline material to be covered during each class period unit. (At the end of class, summarize the important segments of each presentation.)
* Establish the clarity of understanding that the student has about class assignments.
* Give assignments both in written and oral form.
* Have more complex lessons recorded and available to the students with learning disabilities.
* Have practice exercises available for lessons, in case the student has problems.
* Have students with learning disabilities underline key words or directions on activity sheets (then review the sheets with them).
* Have complex homework assignments due in two or three days rather than on the next day.
* Pace instruction carefully to ensure clarity.
* Present new and or technical vocabulary on the chalkboard or overhead.
* Provide and teach memory associations (mnemonic strategies).
* Support one modality of presentation by following it with instruction and then use another modality.
* Talk distinctly and at a rate that the student with a learning disability can be follow.
* Technical content should be presented in small incremental steps.
* Use plenty of examples, oral or otherwise, in order to make topics more applied.
* Use straight forward instructions with step-by-step unambiguous terms. (Preferably, presented one at a time).
* Write legibly, use large type; do not clutter the blackboard with non-current / non-relevant information.
* Use props to make narrative situations more vivid and clear.
* Assist the student, if necessary, in borrowing classmates' notes.
* Consider cross-age or peer tutoring if the student appears unable to keep up with the class pace or with complex subject matter. The more capable reader can help in summarizing the essential points of the reading or in establishing the main idea of the reading.
Laboratory
* Clearly label equipment, tools, and materials. Color code them for enhanced visual recognition.
* Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
* Provide clear photocopies of your notes and overhead transparencies.
* For students with learning disabilities, make available cue cards or labels designating the steps of a procedure to expedite the mastering.
* Use an overhead projector with an outline of the lesson or unit of the day.
* Allow extended time for responses and the preparation and delivery of reports.
* In dealing with abstract concepts, use visual tools such as charts and graphs. Also, paraphrase and present them in specific terms, and sequence and illustrate them with concrete examples, personal experiences, or hands-on exercises.
* To minimize student anxiety, provide an individual orientation to the laboratory and equipment and give extra practice with tasks and equipment.
* Find areas of strength in the student's lab experiences and emphasize those as much as possible.
* Allow the students with learning disabilities the use of computers and spell checking programs on assignments.
Reading
* Announce readings as well as assignments well in advance.
* Find materials paralleling the textbook, but written at a lower reading level. (Also, include activities that make the reading assignment more relevant.)
* Introduce simulations to make abstract content more concrete.
* Make lists of required readings available early and arrange to obtain texts on tape from Recording for the Blind or a Reading/Typing Service.
* Offer to read written material aloud, when necessary.
* Read aloud material that is written on the chalkboard and on the overhead transparencies.
* Review relevant material, preview the material to be presented, present the new material then summarize the material just presented.
* Suggest that the students use both visual and auditory senses when reading the text.
* Rely less on textbooks. Reading for students with learning disabilities may be slow and deliberate, and comprehension may be impaired for the student , particularly when dealing with large quantities of material. Comprehension and speed usually dramatically increase with the addition of auditory input.
* Spend more time on building background for the reading selections and creating a mental scheme for the organization of the text.
* Encourage students to practice using technical words in exchanges among peers.
* Choose books with a reduced number of difficult words, direct non convoluted syntax, and passages that deliver clear meaning. Also, select readings that are organized by subheads because this aids in the flow of ideas.
* When writing materials for reading by students with learning disabilities, some of the strategies referred to in the reading section of the hearing impaired presentation will be appropriate.
* Allow the student to use a tape recorder.
Group Interaction and Discussion
* Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
* Assist the student, if necessary, in borrowing classmates discussion notes.
* Encourage questions during or after class to ensure that materials are understood by students with learning disabilities.
* Give individual conferences to guide students with learning disabilities to monitor progress and understanding of the assignment and of the course content.
* Give plenty of reinforcement when it is evident that the student with a learning disability is trying things that are made difficult by the disability.
* Have frequent question-and-answer sessions for students with learning disabilities.
Field Experiences
* Allow the students with learning disabilities the use of computers and spell checking programs on field notes and reports.
* Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
Research
* Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the student's specific functional limitations and jointly devise accommodations for that student.
* Use appropriate laboratory and field strategies.
Testing
* Avoid overly complicated language in exam questions and clearly separate items when spacing them on the exam sheet. (Refer to writing for students with hearing impairments in the reading section.)
* Consider other forms of testing (oral, hands-on demonstration, open-book etc.). Some students with learning disabilities find that large print helps their processing ability.
* Consider the use of illustrations by the students with learning disabilities as an acceptable form of response to questions in lieu of written responses.
* Eliminate distractions while students are taking exams.
* For students with perceptual problems, for whom transferring answers is especially difficult, avoid answer sheets, especially computer forms. Allow them to write answers (check or circle) on the test (or try to have them dictate their responses on a tape recorder.)
* For students who have reading difficulties, have a proctor read the test to the student.
* For students with writing difficulties, have someone scibe the answers for them or use a tape recorder to take down the answers.
* Gradually increase expectations as the students with learning disabilities gains confidence.
* Grant time extensions on exams and written assignments when there are significant demands on reading and writing skills.
* If distractions are excessive, permit the students with learning disabilities to take examinations in a separate quiet room with a proctor.
* Provide study questions for exams that demonstrate the format along with the content of the exam.
* Review with the student how to proofread assignments and tests.
* Do not test material just presented or outcomes just produced, since for the students with learning disabilities, additional time is generally required to assimilate new knowledge and concepts.
* Permit the students with learning disabilities the use of a dictionary, thesaurus, or a calculator during tests.
* Provide computer with spell check/grammar/ cut & paste features