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Understanding Students With Medical Disabilities

Understanding Students With Medical Disabilities

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Published by bgeller4936
aiding students with medical disabilities in the school environment
aiding students with medical disabilities in the school environment

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Published by: bgeller4936 on Jul 07, 2013
Copyright:Attribution Non-commercial


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Understanding Medical andDisability Information
Understanding medical and disability implications is essential for getting to knowstudents, planning effective instruction and providing the right level of classroom support.The critical information is not necessarily what the medical conditions or disabilitiesare, but rather how they impact a student’s learning, social/emotional behaviour and theclassroom environment.
To nd strategies that teachers can use as a starting point to inform their classroom practice,and better support students with specic medical conditions and disabilities, select from the list
below. This information is organized around:
planning and awareness
social and emotional well-being.
 Attention Decit/Hyperactivity Disorder (AD/HD)
 Allergies Anxiety Disorders
 Asperger Syndrome
 Autism Spectrum Disorders
BlindnessCerebral PalsyConduct Disorder Cystic Fibrosis
DepressionDevelopmental Coordination Disorder Diabetes (Type 1)Down SyndromeExpressive Language Disorder Fetal Alcohol Spectrum Disorder Fragile X SyndromeGlobal Developmental DelayHearing LossLearning DisabilitiesMarfan SyndromeMild Cognitive Disability
Mitochondrial Disorders
Moderate Cognitive DisabilityObsessive Compulsive Disorder Oppositional Deant Disorder Prader Willi SyndromeReactive Attachment Disorder Receptive Language Disorder Seizure DisordersSelective MutismSevere Cognitive DisabilitySpina BidaSpinal Muscular AtrophyStutteringTourette SyndromeVisual ImpairmentWilliams Syndrome
Medical/Disability Information | Attention Decit / Hyperactivity Disorder 
Page 1 / 4
 Attention Deficit/Hyperactivity Disorder (AD/HD)
Medical/Disability Information for Classroom Teachers
Attention decit/hyperactivity disorder (AD/HD) is a neurobiological condition thatcan cause inattention, hyperactivity and/or impulsivity, and other learning difculties.Research suggests that AD/HD is most likely caused by abnormalities in certainneurotransmitters or messengers in the brain, making the brain inefcient or sluggish inthe areas that control impulses, screen sensory input and focus attention.There are three types of AD/HD: predominantly hyperactive-impulsive type, predominantlyinattentive type, and combined type. Signs of hyperactivity may include restlessness,squirming and dgeting, and excessive talking. Signs of impulsivity may include actingwithout planning or thinking rst, difculty following rules and steps, interrupting others,and difculty managing frustration, emotions and transitions. Signs of inattentionmay include losing or forgetting things, frequently “tuning out,” difculty followinginstructions, missing important details, difculty staying on-task and completingassignments, poor organizational skills, difculty with short-term memory and recall,distractibility and problems with focusing and maintaining attention. Students withpredominantly inattentive type AD/HD may not be diagnosed until upper elementaryand junior high school when the demands for organization and independence increase.Combined type AD/HD is diagnosed when six or more signs of hyper-impulsive type andinattentive type are present.No one direct cause of AD/HD has been identied. Attention decit/hyperactivity disorder tends to run in families, and does occur in both boys and girls but boys are much morelikely to be diagnosed.
Your awarenessneeds to begin withconversations withthe student’s parents.
Implications for Planning and Awareness
Meet with the student and parents early in the school year to discuss how theschool can support this student’s needs related to AD/HD. Tis could includending out about:the student’s strengths, interests and areas o needthe student’s specic symptomssuccessul strategies used at home or in the community that could be usedat school.I the student is taking medications during the school day, discuss with theparents possible side eects. Follow school and/or jurisdictional policies andprotocols in storing and administering medication.Be aware that some students may be uncomortable discussing or taking medications in ront o peers. Collaborate with the student and amily todetermine how best to support the student.
Medical/Disability Information | Attention Decit / Hyperactivity Disorder 
Page 2 / 4
Collaborate with the parents and student to consider i, and how, they wouldlike to share specic inormation on AD/HD with peers. I they wish to dothis, consultation with health care providers, such as school or community health nurses, may be helpul.Learn as much as you can about how AD/HD may aect learning and socialand emotional well-being. Reading, asking questions and talking to qualiedproessionals will build your understanding and help you make decisions tosupport the student’s success at school.Collaborate with the school and/or jurisdictional team to identiy andcoordinate any needed consultation and supports.Develop a system or sharing inormation with relevant sta members aboutthe student’s condition and successul strategies.
Implications for Instruction
Give clear, brie directions. Give written or visual directions as well as oralones.each active listening strategies. Encourage students to delay their responses,since this is requently an eective way to help them process more deeply whathas been said.Remind students to “stop, think and listen” beore responding, acting ormaking a choice.Break tasks and assignments into short, easy-to-manage steps. Provide eachstep separately and give eedback along the way.Help the student make a plan or a task by identiying the goal, breaking thetask into steps, and identiying where to start and end. Encourage the studentto use sel-talk to work through more challenging tasks (e.g., “First I have to___, and then I have to___.”).Provide checklists, graphic organizers, visual reerents and examples to help thestudent plan ahead and to stay on-task.Design learning activities that require a high response rate. For example,provide students with individual white boards, chalkboards, response cards orelectronic tools so they can respond while working in large groups.each strategies or sel-monitoring, such as making daily lists and personalchecklists or areas o difculty.Use instructional strategies that include memory prompts, such as mnemonicsand visual prompts.each specic problem-solving strategies, and use visual supports to help thestudent remember what the steps are.each strategies or what to do while waiting or help (e.g., underline, highlightor rephrase directions; jot down key words or questions on sticky notes).Provide extra time or tasks or reduce the amount o work required.Provide direct instruction and practice in letter ormation and pageorganization. I handwriting continues to be difcult as the studentgets older, reduce expectations or copying, provide extra time or written work and explore the use o a word processor.Design math tasks and materials that consider spatial organization andne motor difculties. For example, reduce the amount o inormationon a page; provide a “window box” template to view one question at a time; provide graph paper to align numbers correctly.

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