Image Courtesy of SPED Strategies and Resources.com
C A R M E N’S
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The most important characteristics of exceptional learners are their abilities, not their disabilities.”
-Daniel P Hallahan, PhD
The purpose of my site is to explore
the following
9 federal categories of
educational exceptionality:
What is Other Health Impairment: ADHD:
“Other Health Impairment (OHI) means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment due to a chronic or acute health problem, including but not limited to asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, leukemia, kidney disease, sickle cell anemia or Tourette syndrome” (IDEA, 2020).
Attention Deficit Hyperactivity Disorder is a subcategory of OHI, and is defined as “a chronic condition that includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior " (Mayo Clinic, 2019).
Social
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Difficulty regulating behavior
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Impulsivity may inhibit socialization
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May seem immature for their age due to hyperactivity and poor impulse control
Physical
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May be on medication to help mitigate the symptoms of the disorder with the following side effects:
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weight loss
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fatigue
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flat affect
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Academic
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Difficulty sustaining attention
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Poor organizational and other executive functioning skills
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Anxiety often manifests as disruptive behavior
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May have difficulty with transitions
Strengths
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Able to hyper focus
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Charismatic
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Able to make unique associations
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Spontaneous
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Creative
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Persistent
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Natural leaders
Affective
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Needs to move constantly
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Very excitable and talkative
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May engage in distracting behaviors due to poor impulse control
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Easily distracted
Cognitive
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Impaired executive functioning skills
Levels of Severity
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People with ADHD can have mild, moderate or severe symptoms.
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ADHD is a pervasive, chronic disorder.
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High incidence of co-morbid disorders.
Educational
Implications
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Students with ADHD are educated in a mainstreamed classroom.
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Students with ADHD need a structured educational environment.
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Positive feedback and clear rules can be helpful in classroom management when working with students with ADHD.
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It is estimated that 5% of K-12 students have an ADHD diagnosis.
Incidence
Student Questions
Grades K-4:
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Did you know I’m the fastest runner?
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When is recess?
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Can I sit by my friends?
Grades 5-8:
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Can I still get credit for late work?
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When is class over?
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When is this assignment due again?
Grades 9-12:
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Can you help me organize this project?
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When is the test again?
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What time is the assembly?
Parent Questions
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Who do I talk to about getting an Individualized Education Plan for my child?
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Do I have to put my child on medication?
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Will my child get services if we chose not to medicate them?
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How do I get my child screened for ADHD?
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What can we do at home to help our child stay up on assignments?
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Who do I go to if I have concerns about my child's grades?
Teacher Questions
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Where do I get additional training for working with students with ADHD?
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What assistive technology do I have available to help me differentiate instruction for students with ADHD?
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What should I do if I have a student with ADHD who is not staying on task?
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What administrative and additional support do I have to help me support my students with ASD?
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How can I model tolerance and inclusion in my classroom?