Flight from Austin to Incheon

ADD,  Developmental Coordination Disorder

ADD

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.  Student monitoring, self-management, discipline, and encouragement can be a very important aspect for academic success. Below are the two basic aspects of AD/HD facilitation.  Self-monitoring techniques can be very effective in the school setting.  Self-monitoring of attention involves cueing the student so that he/she can determine how well he/she is attending to the task at hand. Cueing is often done by providing an audio tone such as a random beep, timer, or the teacher can give the cue. The student then notes whether he/she was on or off task on a simple recording sheet. Self-monitoring techniques are more likely to be effective when tied to rewards and accuracy checks.  Behavior management techniques must often be used in the learning environment.  By examining a student's specific problem behavior, understanding it's antecedents and consequences, teachers can help students with AD/HD to develop behaviors that lead to academic and social successes. 

Provide supervision and discipline:

Monitor proper behavior frequently and immediately direct the student to an appropriate behavior.  Enforce classroom rules consistently.  Avoid ridicule and criticism. Remember that students with AD/HD have difficulty staying in control. 

Providing Encouragement:

Reward more than punish.  Immediately praise any and all good behavior and performance.  Change rewards if they are not effective in motivating behavioral change.  Find alternate ways to encourage the AD/HD students.  Teach the student to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the student to think positively about himself or herself.

Bring to the student's attention science role model who has a disability similar to that of the student with an impairment. Point out that this individual got ahead by a combination of effort and by asking for help when needed.  Reduce the amount of materials present during activities by having the student put away unnecessary items. Have a special place for tools, materials, and books.  Reward more than you punish, especially with positive reinforces.  Try to be patient with an AD/HD student.  Seat students with AD/HD in the front near the teacher with their backs to the

rest of the class. Be sure to include them as part of the regular class seating.  Place these students up front with their backs to the rest of the class to keep other students out of view.  Surround students with AD/HD with good peer models, preferably students whom the AD/HD student views as significant peers.  Encourage peer tutoring and cooperative/collaborative learning.  A class that has a low student-teacher ratio will be helpful to a student with AD/HD.  Avoid all distracting stimuli. Try not to place students with AD/HD near air conditioners, high traffic areas, heaters, doors, windows, etc.  Avoid transitions, physical relocation, changes in schedule, and disruptions.  Be creative! Produce a somewhat stimuli-reduced study area with a variety of science activities. Let all students have access to this area.  Encourage parents to set up appropriate study space at home, with set times and routines established for study. Also, use this home area for parental review of completed homework, and periodic notebook and/or book bag organization.  Educational, psychological, and/or neurological testing is recommended to determine learning style, cognitive ability, and to rule out any learning disability (LD is common in about 30% of students with AD/HD).  A private tutor and/or peer tutoring will be helpful to a student with AD/HD.  Have pre-established consequences for misbehavior, remain calm, state the infraction of the rule, and avoid debating or arguing with the student.  Avoid publicly reminding students on medication to "take their medicine."

 

Developmental Coordination Disorder

Definition   

Developmental coordination disorder is a childhood disorder characterized by poor coordination and clumsiness.

Roughly 6% of school-age children have some degree of developmental coordination disorder. Children with this disorder may trip over their own feet, run into other children, have trouble holding objects, and have an unsteady gait.

Main issue in class will be poor handwriting.

How to help these students in your classroom.

It appears that this disability should be cleared up by high school.

A strategy refers to, “a plan that not only specifies the sequence of needed actions but also consists of critical guidelines and rules related to making effective decisions during a problem solving process” (Ellis & Lenz, 1996, p.24). Some features that make strategies effective for students with LD are:

(a) Memory devices to help students remember the strategy (e.g., a First Letter Mnemonic, which is created by forming a word from the beginning letters of other words);

(b) Strategy steps that use familiar words stated simply and concisely and begin with action verbs to facilitate student involvement (e.g., read the problem carefully);

(c) Strategy steps that are sequenced appropriately (i.e., students are cued to read the word problem carefully prior to solving the problem) and lead to the desired outcome (i.e., successfully solving a math problem);

(d) Strategy steps that use prompts to get students to use cognitive abilities (i.e., the critical steps needed in solving a problem); and

(e) Metacognitive strategies that use prompts for monitoring problem solving performance (“Did I check my answer?”) (Lenz, Ellis, & Scanlon, 1996).

http://www.k8accesscenter.org/training_resources/terminology.asp It is from the access center improving outcomes for all students k-8.

http://www.nlm.nih.gov/medlineplus/ency/article/001533.htm
It is from Medicine Plus.