A Case Study for Adhd Students

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A Case Study for ADHD Students
Peter John Bakas
January 17th, 2011

As in any situation with any student that is special or gifted or that IDEA, IEP, and 504 Plans, have to be the first and foremost concern for all parties involved. “Education For All Handicapped Children Act Passed in 1975 Guaranteed and enforced the right of all children with disabilities to receive free and appropriate education Considered the foundation of special education in the United States; 1990- Law renamed to IDEA. What is an IEP? Individualized Education Plan Written plan that describes the program and special services a student requires to be successful Developed by parents and educators Individualized- plan specifically developed for a child’s special needs Modified usually each term based on the ongoing needs of a student It can cover one or more areas- academic, social, and independence needs. What is a 504 Plan? Under the provisions of the Rehabilitation Act of 1973 “The right to full participation and access to a free and appropriate public education (FAPE) to all children regardless or the nature of the disability”; Provides a “Level the playing field” for students”(collaborative models--ieps & 504's, 2010). I have listed the following steps to a 504 (collaborative models--ieps & 504's, 2010): 1.) Student is referred by a teacher, support staff, parent, physician, or therapist. 2.) 504 plan meeting is held Plan for student is developed Review date is set 3.) Accommodations- A diabetic student may be allowed to eat in the classroom or student may be permitted to go to the office to receive medication 4.) Assignments or testing conditions may be adjusted ( more time, less or modified test questions) Having a student such as Fred in class can be very frustrating, but we as teachers can do things to make both of your lives a little easier(Hogan, Dawn, 1997): * Consult the experts: parents, previous teachers, specialists, guidance counselors, and psychologist. * Have a sense of humor!

* Promote high self-esteem: be friendly, respect opinions, provide immediate feedback, and give reinforcement for any improvement. * Establish control: be consistent, follow definite rules, discipline offenses immediately, offer explanations for what rule was violated and be willing to listen to their side of the story. * Maximize academic improvement: allow for flexibility in amount of time needed to complete a project, offer alternatives to writing (ex. typing), establish small tasks leading up to the completed project, and break it down. * Schedule activities to accommodate student's fluctuating energy levels: intermix high and low energy activities throughout the day, send student on errands if he or she has energy to burn, encourage active ways of answering questions during discussions. * Provide organizational tools: create checklists in order of priority, develop routine, and label anything that is to go home. * Open up communication lines with parents: engage in frequent correspondence, encourage parental monitoring of homework, provide parents with a schedule of student' assignments. * Reward success: use stickers, post points on a chart, shake hands, smile, and use verbal praise. * Utilize group work: encourage problem solving, teamwork, and cooperation. * Grab the student's attention: eye contact, give short, easy-to-understand instructions, insist that students repeat back information, use non-verbal cues to quite the students such as raising a hand or blinking the lights, give private cues that student is off-task such as a hand on their shoulder. * In general: provide variety with learning centers and group projects, test material learned and not attention span, respect students' input. Hogan, Dawn. ADHD: A Travel Guide to Success. Childhood Education, Spring 1997, Vol. 73, No. 3. “Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can...
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