Week 3 | Lecture


1. Evaluate elementary characteristics and development of students with disabilities.
2. Evaluate middle and high school characteristics of students with disabilities.
3. Analyze students with ADHD.
4. Identify and explain assessments and evaluation practices for students with ADHD.

We are moving into the meat and potatoes of the class, and we are starting with a number of interacting ideas.   This could get a little messy.

RECAP from our online discussions:   
A stack of money.
Regardless of a student’s disability we must provide reasonable accommodations to help the student access the general education curriculum.
Congress recognizes that some accommodations can be costly, and they reimburse states and school districts for each student in categories specified in IDEIA 2004.   To be eligible for the for the reimbursement, the school must prove the student qualifies under the guidelines and the school must develop Individual Education Plans that meet the criteria set forth in the law.
Some states reimburse districts or schools with additional funding for categories not mentioned in IDEIA 2004.  The point is  ELIGIBILITY IS ABOUT MONEY!
This week we are going to examine Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), and we need to review a few concepts.
ACTIVITY 1:  What is “normal”?
ACTIVITY 2 So what do students with disabilities look like?
Directions: Add your two slides to the group presentation….
Activity 3:  The old and the new way of finding individuals with ADHD “eligible.”
Step 1:  You should read the Gerber (2005) article.  
Step 2:  Then look at the following map.
Step 3: Read the following:   http://storybird.com/books/adhd-4/?token=c4x4t2jpwq .
Activity 4:   
RTI Model
Step 1: Using the RTI model.  After reading the chapter and the suggestions from text, think about strategies that you could employ in any class to help students with ADD/ADHD.
Step 2:  In the RTI model.  If someone suspects a student needs help a committee will try interventions to see if the student will respond to the interventions.    Most of the interventions are embedded into the general education environment, and services become more intense as you move up the tiers.  
The Gerber (2005) article does a good job explaining the flaws of the RTI model.    I would point out, that RTI was embedded in IDEIA (2004).
It is easy to split hairs when discussing “eligibility,” so I would like to point out the MINSKOFF PRINCIPLE.
Jerry Minskoff at JMU use to say, “It doesn’t really matter if the student is has a disability.  Our job is to help the student. “
The RTI model lets us help students sooner and in a more least restrictive environment, but we might have many students with disabilities walking around unidentified.
Step 4:   My take is a little different.  Be careful when finding kids eligible.  The textbook is giving you an “eligibility hammer,”  and “When all you have is a hammer, everything begins to look like a nail.”
I couldn’t embed this into the web page?     Here is the link….

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