Class 6 Guided Notes - Mendoza

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California State University, Sacramento *

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100A

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English

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Apr 3, 2024

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pdf

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15

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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
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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