Accommodating and modifying adhd students
Tiffany Royal, a fifth grade teacher, and Joyce Duryea, a special education teacher, co-teach for part of the school day. Their school has established a new program whereby many students with high-incidence disabilities (e.g., learning disabilities, mild mental retardation, mild behavior disorders) are placed full-time into general education classrooms with support from special education teachers. Tiffany Royal describes it this way, “I really wasn't sure what I was volunteering for when the principal asked me to participate.
I guess I had confidence that it would all somehow work out, and I knew I was working with a veteran special education teacher.
Although the task may seem daunting to teachers, students with ASD can and do learn.
The first critical step in this process is to understand the unique characteristics of ASD.
We (both teachers) really problem solve together and one of us always comes up with a good idea of how to get through to the students.”.
The purpose of this chapter is to provide further information about inclusion for high-incidence disabilities, to describe inclusion models, and to provide suggestions for effective practices for increasing learning for all students when students with high-incidence disabilities are included in the general education classroom.
This includes students with autism spectrum disorders (ASD).
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) supports and is aligned with our current State and local efforts to improve education results for students with disabilities.
As required under IDEA, all students with disabilities must be included in all general State and districtwide assessment programs, including assessments required under the NCLB, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective individualized education programs (IEP).
You will probably find that most of your students with attention deficit disorder tend to benefit from some type of instructional modification, which is the cornerstone of helping students with attention deficit disorder succeed in the classroom.
When modification is used, students are not penalized for not knowing how to learn. Target those aspects of the learning setting that can be most troublesome for the student: Use the principles of effective instruction when delivering lessons.
These federal laws and regulations apply to all school districts, Boards of Cooperative Educational Services (BOCES), State-operated schools, State-supported schools, approved private schools, charter schools, colleges/universities, agencies, corporations, and others either because they receive federal financial assistance (pursuant to Section 504) or are public or private entities (pursuant to ADA).