2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
6/19/2018 | 12:00 PM - 1:00 PM | Effective Accommodations to Incorporate in IEPs or Section 504 plans for Students with ADHD | Silver Creek
Effective Accommodations to Incorporate in IEPs or Section 504 plans for Students with ADHD
ADHD is still thought of as "the unruly" child(ren) in the classroom by many educators. More and more information is emerging about the cognitive processes of the ADHD student, the lack of executive function, their challenges to be "normal." Many students with ADHD qualify for special education services based on the discrepancy and/or combination methods of determination of eligibility in the area of Specific Learning Disability(SLD). However, this might provide accommodations, but it doesn't address the issue. Appearing to have a learning disability in an area of instruction is often a symptom of ADHD and not the actual criteria. Appropriate accommodations in the classroom for an ADHD student can vary and be much more effective than giving a student accommodations that would be appropriate for an SLD student. According to the research of Russel M. Barkely, PhD, ADHD is a disorder impacting performance. It's not a disability involving deficits in skills. When approached in the appropriate manner with the proper tools, the performance of ADHD students can be improved in the classroom. Accommodations in an IEP or through the Section 504 plan can make the difference between success and failure for students.
- The first objective is to help special educators and school administration understand the needs of ADHD students in the classroom clarify the ADHD issues that are significantly or adversely impacting the student's education or the students ability to adequately perform in the classroom.
- The second objective is to highlight the accommodations most useful for ADHD students to better access the general education curriculum or to determine when specialized instruction is the best option.
- The third objective is to help educators understand that ADHD students struggle with a disability with a multitude of adverse components. ADHD students are cognizant of their differences, though they cannot control them. Advocating for them is crucial for their success.
Presentation:
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Presenters/Authors
Shawn Green, MAEd-SpEd
(), Carbon School District, greensh@carbonschools.org;
ASHA DISCLOSURE:
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Nonfinancial -