AT is used to maintain, increase, or otherwise improve functional abilities. They are discussed during IEP meetings, defining specific applications for specific needs. My favorites integrate software that can be accessed through mobile technology (tablets, smartphones). Older kids look cool, standing out from their peers in a positive way. Here are some of my favorite…
Author: Edie Brown
Inclusion for ADHD? Why should you care?
Inclusion exists when individuals with disabilities (Special Education) are secured with opportunities to learn alongside their non-disabled peers in general education classrooms. They are provided services and accommodations to become part of a successful academic community. The Individuals with Disabilities Education Act (IDEA) does not use the term “inclusion.” IDEA incorporates placement in least restrictive…
What’s the deal with people with ADHD staying on their medication? (RESEARCH)
Taking medication is one of the most controversial subjects for people with ADHD. Research has been done on children, adolescents, and adults with ADHD on medical adherence. Discontinuation: 13.2% to 64% More common in immediate-release than extended-release psychostimulants. More common for children and adolescents than adults.
“Just sound it out.” “Say what?” Reading 101 for teens and young adults with ADHD
Decoding is the letter-sound relation used to pronounce written words. It’s also what some might call reading. By improving skills, readers develop the ability to recognize words quickly and identify words they haven’t seen before. There is an ongoing contention regarding decoding interventions. Some focus on translating print into speech by rapidly matching letters. Others…
Most frightening thing for teens and young adults with ADHD? Taking tests.
Whether tests, quizzes, or standardized tests, students with ADHD should use specific strategies to help performance. For these strategies to be effective, it will depend on what was done beforehand. Include reading and understanding materials being evaluated. Prepare early and take frequent breaks. Avoid waiting until the last minute to limit stress. Maintain a positive…
Do you ever wonder why our kids have lower self esteem than their general ed counterparts? Cognitive overload for one.
Traveling on the Wayback Machine… Ahhh…A new school year full of opportunuties. As you can probably guess, it’s my first year teaching. Smart in math. What more do I need to know? 1 hour later, I found out the answer…Take me back to my old law firm! Everyone sits quietly and does their work….
What should you do when there’s bad behavior? Ask Edie, The Dog Whisperer (in training)
Professionals know everything. Why do we think that we get better advice if we pay a lot? DUH…She says that big dogs need big rewards. So what is it? Chicken. Day 1. My little princess Odie walks by my side. Casper pulls to the right. Chicken. “Good boy.” Day 2. My princess is right by me,…
Math Anxiety. What does it look like for teens and young adults with learning disabilities and ADHD?
Math anxiety is often defined as feelings of apprehension and fear that interferes with performance. Evaluation is considered when examining the student’s limited math scores on achievement tests. This process can be incredibly stressful for some students, leading them to feel constantly overwhelmed and under pressure, which could result in them performing badly when in…
Reading in science? Strategies for teens and young adults with learning disabilities and ADHD.
Reading is a complex act that integrates the visualization of graphic symbols. The key is reading in the sciences is whether a student can understand the meaning of the words in context. Older students typically read literature or fictional stories, while adults spend the majority of their reading nonfictional materials and expository writing. The goal…
Homework!!! Avoid arguments, frustration, and battles with these LD/ADHD strategies.
Schedule homework at a specific time and place. Encourage the use of written assignment books. Make a plan of attack. Start with easier/shorter tasks then proceed to more difficult ones. Determine whether the assignment is for completion or a grade. Offer help. Don’t force it.