DECEMBER 10, 2004
A free newsletter by BJ Madewell
DIAGNOSIS ADD ADHD
Now What?
Published 10th, 20th & 30th of each month
PLEASE SEE DISCLAIMER AT THE END OF THIS DOCUMENT!
IEP HINTS FOR PARENTS
Adaptations, accommodations, etc.
The IEP (Individual Educational Plan) is exactly that -- a plan for the education of a specific child with special needs to in order attain a viable education.
Do not confuse the IEP with a 504 plan. The 504 plan is similar but is not as strictly regulated as the IEP.
When you are asked to attend an IEP meeting, you are to be given a 10 day notice. Parents are also to be given a copy of their rights in the IEP and special education process. Parents are encouraged to bring others that also know your child well to the meeting. The idea is to have “many people” who know a child to work as a team to develop an educational plan to best meet the needs of the child.
At the meeting, those present will share what they know about the identified child INCLUDING PARENTS. All relevant medical findings, IQ test results, achievement test results, vision, speech, and hearing screenings, and gross and fine motor ability should be brought to the table. Parents should be interviewed as to the child's personal history prior to the meeting by a school social worker or other designated person.
The person who tested the child is required to explain the test results in such a manner that all present understand what the test results mean. Ask clarifying questions if you are confused by the “jargon” used. It is your right to understand what is said at the IEP meeting. However, if you don't ask for clarification, it is assumed you understand.
School systems CANNOT diagnose ADD or ADHD. It is a medical diagnosis. School personnel may indicate that they have observed behaviors that may be indicative of ADD or ADHD. You need to have a doctor's diagnosis. This is also true for dyslexia. The IEP team can develop a plan to deal with ADD/ADHD and/or dyslexia type behaviors but educators are not qualified to diagnose either ADD/ADHD or dyslexia.
There are numerous accommodations and adaptations that the TEAM might consider requesting for your child at an IEP meeting. Some that I am aware of and use are listed below.
An excellent source for further interventions can be found in this book
THE ADD/ADHD CHECKLIST
An Easy Reference for Parents & Teachers
by Sandra Rief, M.A.
Not every child will need every accommodation listed
ASSIGNMENTS
____ Give directions in small distinct steps
____ Enlarge print on worksheets &/or text pages
____ Use written backup for oral directions
____ Shorten assignments (provide practice but don't "over do it")
____ Reduce paper and pencil tasks (enough for the child to demonstrate his/her level of proficiency
____ Read or tape record directions ( many students need to hear directions many times)
____ Give oral cues or prompts (such as -- hand out, palm up like a policeman directing traffic to indicate "wait a minute".)
____ Have student type assignments (The AlphaSmart is a great tool for this) In my class, I have students type for 10 minutes from their rough draft. After the 10 minutes, the child can dictate the rest of the composition to me or a para. The child must tell me all capitals and punctuation)
____ Modify worksheets (Usually this entails redoing the worksheet with more "white space" and reducing the cluttered, busy appearance of the worksheet)
____ Provide an individual copy of directions/assignments written on the board
____ Allow more time for assignments which require copying
____ Use school/home assignment sheet (emailing is great too)
____ Allow the student to respond orally (especially on written tests in the content areas-- be sure the child is tested for knowledge, not writing ability)
____ Avoid penalizing for spelling errors/penmanship (especially reversals)
____ Break long-term assignments into small, sequential steps with frequent monitoring, grading, and feedback
____ When absent from the general education classroom, require student to only complete work vital to understanding major concepts, not having to complete every assignment
____ Provide appropriate praise
ENVIRONMENT
____ Teach how to organize papers, desk and materials
____ Provide plenty of physical space for student to use -- disorganization problems are made worse as such students usually need more space to “spread out” materials
____ Provide time and assistance OFTEN for cleaning out/sorting desk, locker, backpack, notebook etc. (Some students need instruction for this type of activity)
____ Pair student with a study buddy (give study buddy appropriate training)
____ Use preferential seating; roving seat (Move the child rather often -- do not stick him/her off in a corner, at the back of the room etc. for longer than a couple of days. Give the child a chance to interact with his/her peers)
____ Define limits (physical and behavioral)
____ Reduce/minimize distractions ____ visual ____ auditory ____ both
____ Provide frequent breaks during extended in seat times
____ Teach self-monitoring skills (student reminds self to “stay on task")
____ Provide study buddy or para assistance at the end of the day to be sure all needed homework, books etc. are organized and ready to go home
____ Provide earphones for student to reduce auditory distractions as needed
____ Provide colored overlays to reduce “glare” and maintain focus
____ Provide stand up desk as needed
____ Experiment with background music -- see pg. 135 of The ADD/ADD Checklist book mentioned at the beginning of this newsletter
____ Be sensitive to the physical needs of students -- needing a drink, bathroom break, snack, needing to stretch, etc.
PRESENTATION OF SUBJECT MATERIAL
____ Emphasize teaching approach to meet child's primary learning modality
____ Use individual, small group instruction
____ Use manipulatives
____ Preteach vocabulary and other basic information
____ Use visual aids (pictures, flashcards)
____ Adjust reading/language level of assignments
____ Encourage identified student to tutor younger students
____ Teach use of sticky notes to organize thoughts
____ Teach note taking skills directly
MATERIALS
____ Provide audio tapes of texts or someone to read assignment materials
____ Provide a copy of notes of class lectures
____ Highlight main facts in materials (teach student how to do this)
____ Highlight instructions (teach student how to do this)
____ Provide note-taking assistance -- para or study buddy (identified student should take notes also to develop this skill)
____ Allow the use of calculator/computer
____ Provide two sets of texts; one for home, one for school
IT’S YOUR CHOICE
Remember, the IEP is a PLAN. Plans are not infallible -- if the plan isn't working, request a meeting and make modifications in the plan!!!!
Teachers and parents both have the child's best interests in mind. Parents and teachers are a TEAM.
DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I've taken AND GIVEN during my 30+ years of working with ADD & ADHD students - sprinkled with my own comments, thoughts and insights.
Some information is acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment. This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child's (or your own) doctor for additional input.
Editor: BJ Madewell
Wichita, KS area
316-733-9532
Email ADDchoices@aol.com or ADDchoices@yahoo.com
