Learning disabilities - Contrast with other conditions
People diagnosed with ADHD sometimes have impaired learning. Some of the struggles people with ADHD might have include lack of motivation, high levels of anxiety, and the inability to process information.
Some research is beginning to make a case for ADHD being included in the definition of LDs, since it is being shown to have a strong impact on "executive functions" required for learning. This has not as yet affected any official definitions. Scientific research continues to explore the traits, struggles, and learning styles of those with ADHD.
Response to Intervention (RTI): may enable more children to receive assistance before experiencing significant failure, which may in turn result in fewer children who need intensive and expensive special education services. In the United States, the 2004 reauthorization of the Individuals with Disabilities Education Act permitted states and school districts to use RTI as a method of identifying students with learning disabilities. RTI is now the primary means of identification of learning disabilities in Florida.
The process does not take into account children's individual neuropsychological factors such as phonological awareness and memory, that can help design instruction. Second, RTI by design takes considerably longer than established techniques, often many months to find an appropriate tier of intervention. Third, it requires a strong intervention program before students can be identified with a learning disability. Lastly, RTI is considered a regular education initiative and is not driven by psychologists, reading specialists, or special (Jeannine L Carrington)
Classroom accommodations - Individualized Education Program
Some of a student's educational needs may be met using accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material content but do allow students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant disability.
For more information please check:
Achieve Consulting Services Jeannine L Carrington Phd Jeannine Carrington Phd
Individualized Education Program - appropriate placement
IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability is such that appropriate education cannot be provided to the child in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be the student's current academic level and needs as evident by the disability.
Jeannine Carrington Jeannine L Carrington Achieve Consulting Services Inc
Annual review - Individualized Education Program
The IEP team is responsible for conducting an annual review to ensure that the student is meeting goals and/or making progress on the benchmarks specified for each objective. However, if the present IEP is not effectively helping the student in the classroom, an immediate revision is to occur. This is something all teachers should have in mind because of the consequences that not doing this would have, not only from a legal point of view, but also because if an immediate revision of the IEP is not requested the child will struggle through the rest of the year.
People diagnosed with ADHD sometimes have impaired learning. Some of the struggles people with ADHD might have include lack of motivation, high levels of anxiety, and the inability to process information.
Some research is beginning to make a case for ADHD being included in the definition of LDs, since it is being shown to have a strong impact on "executive functions" required for learning. This has not as yet affected any official definitions. Scientific research continues to explore the traits, struggles, and learning styles of those with ADHD.
Response to Intervention (RTI): may enable more children to receive assistance before experiencing significant failure, which may in turn result in fewer children who need intensive and expensive special education services. In the United States, the 2004 reauthorization of the Individuals with Disabilities Education Act permitted states and school districts to use RTI as a method of identifying students with learning disabilities. RTI is now the primary means of identification of learning disabilities in Florida.
The process does not take into account children's individual neuropsychological factors such as phonological awareness and memory, that can help design instruction. Second, RTI by design takes considerably longer than established techniques, often many months to find an appropriate tier of intervention. Third, it requires a strong intervention program before students can be identified with a learning disability. Lastly, RTI is considered a regular education initiative and is not driven by psychologists, reading specialists, or special (Jeannine L Carrington)
Jeannine Carrington
Classroom accommodations - Individualized Education Program
Some of a student's educational needs may be met using accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material content but do allow students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant disability.
For more information please check:
Achieve Consulting Services Jeannine L Carrington Phd Jeannine Carrington Phd
Individualized Education Program - appropriate placement
IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability is such that appropriate education cannot be provided to the child in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be the student's current academic level and needs as evident by the disability.
Jeannine Carrington Jeannine L Carrington Achieve Consulting Services Inc
Annual review - Individualized Education Program
The IEP team is responsible for conducting an annual review to ensure that the student is meeting goals and/or making progress on the benchmarks specified for each objective. However, if the present IEP is not effectively helping the student in the classroom, an immediate revision is to occur. This is something all teachers should have in mind because of the consequences that not doing this would have, not only from a legal point of view, but also because if an immediate revision of the IEP is not requested the child will struggle through the rest of the year.
