Monday, June 23, 2014



Cluster 4

Different diagnosis I may see in my classroom could be learning disabled, ADHD, OHI (other health impaired), speech and language impairment, visual and hearing impaired.
  1. The three primary characteristics of ADD/ADHD are inattention, hyperactivity, and impulsivity. The signs and symptoms a child with attention deficit disorder has depends on which characteristicspredominate. Children with ADD/ADHD may be: Inattentive, but not hyperactive or impulsive.
  2. With learning disabilities you may see these characteristics: confusion of similar words, difficulty using phonics, problems reading multi syllable words. Slow reading rate and difficulty with comprehension and retention of material that is read, but not with material presented orally. These are just a few examples.
With respect to speech and language disorders you may see these characteristics: 
  • Noticeably behind other students in speech and/or language skills development
  • May have a learning disability (difficulties with reading or written language) with average intelligence
  • Improper use of words and their meanings
  • Inability to express ideas
  • Inappropriate use of grammar when talking or writing
  • Inability to follow directions
  • Difficulties in understanding and/or using words in context, both verbally and nonverbally
  • May hear or see a word but not be able to understand its meaning
  • May have trouble getting others to understand what they are trying to communicate
  • Has difficulty remembering and using specific words during conversation, or when answering a question.
Accommodations for the ADHD child may be:
  • provide reassurance and encouragement
  • frequently compliment positive behavior and work product
  • speak softly in non-threatening manner if student shows nervousness
  • review instructions when giving new assignments to make sure student comprehends directions
  • look for opportunities for student to display leadership role in class
  • conference frequently with parents to learn about student's interests and achievements outside of school
  • send positive notes home
  • make time to talk alone with student
  • encourage social interactions with classmates if student is withdrawn or excessively shy.
Accommodations for the Speech and Language child: 

Provide the student with information on topics prior to going over them in class.
 Minimize classroom noise/distractions 
 Provide copy of class notes 
 Give assignments orally and written 
 Give simple one step directions 
 Help students find study partners 
 Provide peer tutor 
 Allow extended time for assignments and test 
 Modify the length of assignments 
 Private location for testing 
 Allow adaptive technology (spell checker)

Accommodations for the hearing and visual impaired learner:

hearing - Preferential seating; visual information is a hearing impaired student's primary means of receiving information, the use of visual aids are helpful. Also a note taker and have the teacher slow down his/her content so may be easier to catch up. Many hearing impaired students lip read, so the slower you speak, the easier it is to read your lips.

For the visual impaired learner - I would use large block text, preferential seating, verbalize what you are writing, books on tape, speak "to" the class so you do not sound muffled. The same modification would apply to the hearing impaired student as well.
A teaching strategy for a child with learning disabilities or ADHD might be:

Use specific language. Instead of saying, "do quality work," state the specific expectations. For example, in a writing assignment, a teacher might grade based on correct punctuation, spelling, and inclusion of specific points. If your child does not understand what his teachers expect of him, contact the teacher and ask for details you need to help your child. Suggest the teacher may want to begin posting that information on a school web site so others can use it as well.

Some speech and language teaching strategies may be:
Focus on interactive communication and use active listening.
Incorporate the student’s interests into speech. 
Always ensure that the student has a way to appropriately express their wants and needs. 
Reinforce communication attempts (e.g. their gestures, partial verbalizations) 

When I typed in IEP in a google search, I found ncld.org, iepdirect awww.ncld.org/LearningDisabilities‎nd education.com
SLD I found http://www.cde.state.co.us/cdesped/sd-sld www.ncld.org/LearningDisabilities‎

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