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Special Education Topics sped (Oppositional Defiant Disorder (ODD is now a…

- - - - Many have inconsistent performance at work or in their careers; have difficulties with day-to-day responsibilities; experience relationship problems; and may have chronic feelings of frustration, guilt or blame.
    - - History
        
        Early 1900's: ADHD was first mentioned in 1902 b British Pediatrician Sir George Still.
        
        The U.S. Food and Drug Administration approved Benzedrine as a medicine in 1936
        
        The FDA approved Ritalin in 1955. It is still used today.
        
        Name change in 1980 & 1987.
        
        1990's: The ADHD cases began to climb due to doctors diagnosing ADHD more, parents were more aware of ADHD and reporting the symptoms, children were developing the symptoms.
        
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- - - - Aggression towards people or animals
      - Destruction of property
      - Deceitfulness or theft
      - Serious violation of rules
    - - A child with limited prosocial emotions will likely display lack of remorse, guilt, empathy, or have a shallow/deficient affect.
    - - Psychotherapy with a focus on creating a network of parents, teachers, school administration, peers, and other influential adults that can consistently support positive behavior and encourage desired behavior.
        
        Parents of a child with CD might participate in a parent training program, led by a therapist, to help the parents learn to encourage desired behavior. As the child grows, authority figures from school will benefit from similar training.
        
        Parent-Child Interaction Therapy (PCIT)
        
        https://youtu.be/UMnPiJ5DZnA
        
        Parent Management Training (PMT)
        
        Defiant Teens
        
        Positive Parenting Program (Triple P)
        
        The Incredible Years
        
        https://youtu.be/7nhs_lV-Q9Y
      - Teacher Resources
        
        Positive Behavior Intervention & Supports website
        
        Teacher Resources Provided by the Council for Children with Behavioral Disorders
    - - Brain damage
      - Traumatic event
      - Genetics
      - Past school failure
      - Child abuse
      - Social problems
    - - 1880: Origin of CD recognized as a medical and educational problem
        
        1910-1968: Increased research in CD
        
        Became a medical diagnosis in 1968
        
        Biological and physiological studies of the brain attempted to describe the origin of CD
        
        Likely due to perception of children changing from them being "mini adults" to childhood and adolescence being described as developmental stages. Due to this perception shift, children were expected to attend school. As compulsory schooling existed, delinquency became a focus of research.
    - - DSM-II established Childhood Conduct Disorder as a medical diagnosis
        
        August 2016: United States Department of Education states that schools must implement positive behavior intervention supports for children with special needs in accordance with FAPE. The letter also reminds educational institutes that children with special needs may be removed for short-term disciplinary suspensions, if that is the requirement to keep the child and her peers safe.
        
        August 2016: Georgia Network for Educational and Therapeutic Support/ U.S. v. Georgia: The state of Georgia was found to be breaking IDEA by unnecessarily segregating students with behavioral-related disabilities.
- - - - Issues: -Uncaring or lazy care providers.
        -Difficulties in communicating information among the various professionals who have a need to know what is currently being done for the patient.
        -Inadequate follow up of medical problems.
        -Problems in obtaining informed consent for treatment.
        -Inadequate community services to which developmentally disabled patients may be referred for employment, social and other important services
  - - - Americans with Disabilities Act (ADA; PL 101-336) (1990, amended 2008)
        An anti-discrimination law that ensures that individuals, both adults, and children, with disabilities have access to businesses and other public and private entities. It mandates reasonable accommodations for individuals with special needs.
        Those protected by ADA are defined as an individual with a physical or mental disability that substantially limits one or more major life activity.
        ADA has two major provisions that affect the education of these students:
        -Applies protection to nonsectarian private schools, including preschools.
        -Requires public schools to make reasonable accommodations for students with disabilities.
        ADA most often applies to make school facilities accessible to students with disabilities, such as by adding ramps, elevators, and other modifications to buildings.
        
        Workforce Investment Partnership Act of 1998 (PL 105-220) (1998)
        Seeks to consolidate, coordinate, and improve employment, training, literacy, and vocational rehabilitation programs in the United States.
        
        Assistive Technology Act (PL 105-394) (1998)
        Provides federal funding to assistive technology state grant programs that provide information, demonstration centers, and referral services to people with disabilities, allowing access to different types of assistive technology.
        Establishes advocacy services for individuals needing legal assistance in obtaining assistive technology services.
        Creates a federal/state partnership funding program that provides low-interest loans in order for individuals with disabilities to purchase assistive technology devices.
- - - - 1876
        An initial association between “premature senility” and Down syndrome is made by researchers.
        
        1932
        Non-disjunction is first suggested as a cause of Down syndrome
        
        1946
        Benjamin Spock suggests in Baby and Child Care (1946) that babies born mongoloid should immediately be institutionalized based on the premise that “If [the infant] merely exists at a level that is hardly human, it is much better for the other children and the parents to have him cared for elsewhere”
        
        1948
        Evidence for an association between Alzheimer’s and Down syndrome is published.
        
        1959
        Dr. Jerome Lejeune, a French physician and advocate for people with intellectual disabilities, discovers that being a “mongoloid” is the result of a chromosomal abnormality – three copies of chromosome 21 (instead of two). The term Trisomy 21 starts to gain usage in the medical community to describe people with the condition.
        
        1960
        Amniocentesis is identified – even while in development – as a potential screening mechanism for Down syndrome.
        
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  - - - Children with DS would benefit from early medical support and developmental interventions initiation during childhood. Children with DS may benefit from speech therapy, physical therapy and work-related therapy. They may receive special education and assistance in school. Life expectancy for people with DS has improved noticeably in recent decades. Nowadays, cardiac surgery, vaccinations, antibiotics, thyroid hormones, leukemia therapies, and anticonvulsive drugs (e.g, vigabatrin) have significantly improved the quality of life of individuals with DS. Actually, life expectancy that was hardly 30 years in the 1960s is now increasing more than 60 years of age
  - - - 1973
        The Rehabilitation Act of 1973 is passed. Sections 501, 503 and 504 prohibit discrimination in federal programs and services and all other programs or services receiving federal funds. Key language in the Rehabilitation Act, found in Section 504, states, “No otherwise qualified handicapped individual in the United States, shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.”
        
        1975
        The Education of All Handicapped Children Act (PL 94-142) requires free, appropriate public education in the least restrictive setting. This Act is later renamed The Individuals With Disabilities Education Act (IDEA).
        
        1986
        The Education of the Handicapped Act Amendments of 1986 – P.L. 99-457 – authorizes assistance to states to address the needs of infants and toddlers (children from birth through age 2) with disabilities and their families. This includes infants and toddlers who are at risk of having a substantial developmental delay if early intervention services are not provided, if a state chooses to serve those children and their families.
        
        1990
        The Americans with Disabilities Act is signed by George H.W. Bush. The Act provides comprehensive civil rights protection for people with disabilities. Closely modeled after the Civil Rights Act and Section 504, the law is the most sweeping disability rights legislation in history. The Education for All Handicapped Children act is renamed and amended to become the Individuals with Disabilities Education Act (IDEA)
        
        2000
        The Developmental Disabilities Assistance and Bill of Rights Act of 2000 expands the Developmental Disabilities Act to develop a process for identifying and reporting on progress achieved through advocacy, capacity building, and systemic change activities resulting in individuals with developmental disabilities and their families participating in the design of and having access to needed community services, individualized supports, and other assistance that promotes self-determination, independence, productivity, and integration in all facets of community life.
        
        2010
        President Barack Obama signs Rosa’s Law (s.2781) requiring the removal of the words “mental retardation” and “mentally retarded” from federal laws.
        
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- - - - 1887
        A German ophthalmologist, Rudolf Berlin, was the first to use the word ‘dyslexia’ in place of word blindness.
        
        1925
        Dr. Orton, an American neurologist, was probably the first to recognize that children with reading difficulties often reversed letters. This phenomenon he called strephosymbolia.
        
        1936
        Anna Gillingham and Bessie Stillman published the first teaching method devised specifically to help children with reading difficulties, including those children with dyslexia.
        
        1967
        A much-needed publicity boost for dyslexic children occurred with the establishment in the USA of the Orton Dyslexia Society.
        
        1980
        A new notion began to emerge that seemed to be about to revolutionize the thinking on dyslexia. This notion was that dyslexia might be a difference and not a deficit after all.
        
        1997
        The hypothesis that dyslexia is a different way of learning and not necessarily a deficit gained further publicity at this time with authors such as Silverman and Freed.
        
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  - - - 1997
        The 1997 version of this IDEA act also included dyslexia among the disabilities that were eligible for school services.
        
        2004
        In today’s schools, students with dyslexia are identified and then provided with appropriate services as mandated by the IDEA 2004 statute, specifically in the statute “Title I/A/602(30)” which defines what specific learning disabilities can be considered eligible for school mandated services
- - - - First introduced in 1980. Thought of to be a mild form of conduct disorder, or simply bad behavior, and was widely disputed.
- - - - The term was used to describe a group of children who have disorders in development in language, speech, reading, and communication skills needed for social interaction.
        
        By the end of 1968 "specific learning disabilities" became a federally designated category of special education and in 1969, the Specific Learning Disabilities Act was enacted.
        
        In 1975, Congress enacted the Education for All Handicapped Children's Act. The definition of a learning disability was formalized for children in special education.
        
        In 1980, a coalition of parents and professional organizations, criticized the definition for including concepts that were unclear or difficult to use to criticize children with learning disabilities.
        
        Today children in special education are protected under the Individuals with Disabilities Education Improvement Act (IDEA,2004)
  - - - Response: Verbal response or answers to be dictated to a scribe.
- - - - Thorough history of the treatment of speech disorders
      - 18th Century England: Speech elocution (or perfection)
        
        Samuel Potter, M.D., published a book describing several types of speech and language disorders
        
        1926: American Academy of Speech Correction established
        
        After WWII: Therapy focus shifted from solely the field of speech to focusing on speech and language as soldiers of WWII were returning with brain injuries and aphasia.
        
        1960s-1980s: Advances in the study of speech and language development allowed for speech-language pathology therapists to understand and treat many different forms of speech and language disorders.
        
        Works cited: History of the Professions; University LIbraries Health Sciences Library
    - - Give student extra think time and extra time to share
      - Speak to the student in the same way you speak to any other student
      - Try not to interrupt or complete the students' thoughts
      - Ask student to repeat themselves if you didn't understand; do not feign understanding
- - - - While those with Turner Syndrome generally have normal intelligence, developmental delays, nonverbal learning disabilities and behavior problems are possible.
        
        Academically, those impacted may struggle with mathematics and visual spatial problems. Studies show that students with Turner syndrome have more challenges in math compare to reading and writing.
        
        Common Classroom Issues: ADHD, Spatial Organization, Math (especially Geometry), Hearing Loss, TIme Management, Difficulty with Memory, Executive Functioning, Difficulty Following Directions
        
        Through IDEA, students with Turner Syndrome may not be discriminated based on their disability. They are protected and entitle to a free and appropriate education. Students with Turner Syndrome may have qualify for an IEP or 504 based on their condition.
        
        Classroom Strategies
        
        Weekly Organization Assistance, Locker/Binder Clean Out
        
        Clear Instructions for projects and assignment. Break assignments into smaller parts
        
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        Provide a consistent daily routine. Reward system, visual aids, schedule reminders
        
        Homework- Assignment notebooks, modified assignments
        
        Concentration/Directions: Clear simple direction, extended time for assessments, small group environment for tests and assessments, simple language, preferential seating
        
        Resources for Educators
      - The history of Turner syndrome began in 1938, when Henry Turner described 7 patients between the ages of 15 and 23, who were referred to him for dwarfism and lack of sexual development. He treated them with pituitary extracts, but they were ineffective.
- - - - Common Classroom Concerns: attention issues (but not hyperactivity), visual spatial and visual motor, visual memory deficits, difficulty with abstract ideas, perseveration on favorite activities, resistance to non preferred tasks, issue with abstract reasoning, difficulty processing non verbal information
        
        The IDEA protects all students with Williams from discrimination and the right to a free appropriate public education. Students with Williams Syndrome may qualify for an IEP or 504 based on their condition.
        
        Reading Strategies
        
        Ensure that decoding skills have been mastered first (the student must be able to read words accurately before he/she can understand meaning). Typically a phonics based reading curriculum is most effective.
        
        Teach reading comprehension skills directly, e.g. making inferences, deductions, understanding cause and effect, etc.
        
        Develop self-questioning techniques to monitor comprehension.
        
        Teach students that they must interact with the text.
        
        Encourage verbalization of strategies to enable students to internalize comprehension strategies (who, what, why, where, when, etc.).
        
        Teach the organization and structure of paragraphs.
        
        Teach signal words indicating transitions.
        
        Vocabulary Instruction/Strategies
        
        Make concrete associations for unknown words whenever possible.
        
        Be "child centered", i.e. use words they encounter in their own reading, define words they want to know, work from known associations and understandings.
        
        Encourage students to verbalize and paraphrase their understandings.
        
        Work toward a depth in understanding - don't let them slide by with surface understandings.
        
        Connect words into meaningful semantic categories.
        
        Teach multiple meanings.
        
        Writing Strategies
        
        Provide brief daily practice to improve handwriting rate and legibility.
        
        Teach student to use verbal self-directions to guide those practices.
        
        Address posture, position of hand and paper, grasp of pencil, directions for forming individual letters.
        
        Teach keyboarding and word processing skills to the student at a young age.
        
        Focus on only one aspect of writing at a time (e.g. pre-writing, writing, editing).
    - - Physical Appearance Most young children with Williams syndrome are described as having similar facial features. These features include a small upturned nose, long philtrum (upper lip length), wide mouth, full lips, small chin, and puffiness around the eyes. Blue and green-eyed children with Williams syndrome can have a prominent "starburst" or white lacy pattern on their iris. Facial features become more apparent with age.