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Law Accountability & Education, Speech Disorders are very common…

- - - - In schools children with severe ADHD that impedes learning can be eligible for an IEP under the category Other Health Impairment. Typically ADHD alone doesn't give a child an IEP and if you can prove another learning disability children will be eligible.
        Helpful accommodations include;
        
        Additional time on testing
        
        Frequent monitored breaks
        
        small classes and testing to reduce distractions
        
        Preferential seating in class
      - 1936 - Approval of Benzedrine to treat ADHD Symptoms. Quickly taken off the market due to negative side effects
        
        1955 - Ritalin (methylphenidate) is FDA approved for managing symptoms and still used today
        
        1980 - introduced to the DSM III as ADD formally known as hyperkinetic impulse disorder. This is when we saw the increase in diagnoses due to distinct symptoms.
        
        1986 - Subgroups of ADD are added to the DSM and further research continues to understand causes, environmental roles & treatment. There is currently no treatment and cause is not yet known.
- - - - Symptoms
        
        Some of the symptoms at birth, babies with Down syndrome usually have certain characteristic signs, including: flat facial features, small head and ears, short neck, bulging tongue, eyes that slant upward, atypically shaped ears, poor muscle tone. An infant with Down syndrome can be born an average size, but will develop more slowly than a child without the condition. People with Down syndrome usually have some degree of developmental disability, but it’s often mild to moderate. Mental and social development delays may mean that the child could have: impulsive behavior, poor judgment, short attention span, and slow learning capabilities. Medical complications often accompany Down syndrome. These may include: congenital heart defects, hearing loss, poor vision, cataracts (clouded eyes) ,hip problems, such as dislocations, leukemia ,chronic constipation, sleep apnea (interrupted breathing during sleep), dementia (thought and memory problems), hypothyroidism (low thyroid function), obesity, late tooth growth, causing problems with chewing, Alzheimer’s disease later in life. People with Down syndrome are also more prone to infection. They may struggle with respiratory infections, urinary tract infections, and skin infections.
        
        There is wide variety range of testing during pregnancy and after pregnancy to screen for Down Syndrome. It is important to understand that this is lifetime disability, although interventions at an early age and therapy with a therapist will help them with sensory skills, social skills, self-help skills, language and cognitive abilities. The lifespan for people with Down syndrome has improved dramatically in recent decades. In 1960Trusted Source, a baby born with Down syndrome often didn’t see their 10th birthday. Today, life expectancy for people with Down syndrome has reached an average of 50 to 60 years. People with Down syndrome are living longer and richer lives now more than ever. Though they can often face a unique set of challenges, they can also overcome those obstacles and thrive. Building a strong support network of experienced professionals and understanding family and friends is crucial for the success of people with Down syndrome and their families.
      - Advancements in Research
        
        Lots of advancements have been made possible because of volunteers and the creation of DS-Connect Down Syndrome Registry where users can add info to registry to allow researchers to have access to pool information regarding the health of people with Down Syndrome and by providing additional resources and database for medical, treatment and additional care. Before it was believed they could not read but that was not true. Some of the advancements made possibly is developing strategies to improve reading and language, memory training, attention skills, problem solving, phonics.
        
        • An assessment of gastrointestinal anomalies by sex, race, and ethnicity
        • Identification of modifier genes located on other chromosomes that affect variability in Down syndrome features
        • Evidence from animal models of genes involved in craniofacial and brain development
        • Identification of specific genes that are candidates for the features of Down syndrome
        • Assessment of the benefits of early intervention programs
        • Recent studies explore the neurodevelopmental impact of congenital heart defects on people with Down syndrome.
        • Based on recent findings, scientists believe that short chromosome 21 telomere length may become a biomarker for early stages of dementia in people with Down syndrome, which currently can be difficult to identify.
        • Researchers are assessing ways to improve communication between parents and children with Down syndrome.
        • One study is testing a portable electronic device designed to motivate increased physical activity among people with intellectual and developmental disabilities (IDDs) and to monitor their progress.
        • Studies focused on reducing an imbalance between excitation and inhibition in the nervous system have provided some evidence of lasting effects.
        • Research on choline supplementation during pregnancy has provided evidence of lasting effects on memory and cognition.
        • Researchers are exploring ways to predict obstructive sleep apnea in people with Down syndrome.
      - Laws
        
        Every Student Suceed Act (ESSA)
        
        Universal Design for Learning
        
        Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials and assessments that work for everyone. It is not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. The incorporation of UDL into federal and state policy and legislation in order to raise expectations and improve educational outcomes for students with Down syndrome from early childhood through postsecondary education. This approach greatly benefits all students, including students with Down syndrome. Successful implementation of UDL principles is a key part of successful inclusion of students with Down syndrome in general education classrooms.
        
        • Eligibility for full diploma: The new ESSA explicitly states that students who take an alternate assessment may not be precluded from attempting to complete the requirements for a full high school diploma.
        
        • Participation rate in testing: Only 1% of students overall may be given alternative assessments (which is about 10% of students in special education). States will be allowed to create their own testing opt-out laws, but the federal requirement for 95% participation in tests will remain. This means that only students with the most significant cognitive disabilities will take the alternate assessments. There is language in ESSA to make sure that parents are fully informed about the testing options and the Individualized Education Plan (IEP) development process.
        
        • Academic standards: States must adopt “challenging” academic standards (guidelines are given in the bill), but the US Department of Education is prohibited from forcing or encouraging states towards a particular set of standards or assessments (e.g. Common Core will become optional).
        
        • State discretion increased: States and local districts will be able to set their own goals, standards, accountability measures and interventions. Their accountability systems will be required to include a mix of academic indicators and an “additional indicator” (e.g. student engagement or post-secondary readiness). The role of the US Department of Education will be diminished. The shift in power to the states will provide more flexibility in setting up accountability systems and interventions, but will also necessitate more scrutiny by advocates to ensure that students with disabilities are given the best possible opportunities to succeed.
        
        • Subgroup accountability in testing: States will still have to test students in reading and math in grades 3-8 and once in high school. They will be required to break out data for whole schools and also for “subgroups” (e.g. students with disabilities), and to identify schools where subgroups are struggling. States will no longer be able to lump subgroups together into “supersubgroups” (e.g. students with disabilities, minority students, etc.). This will result in more accountability toward students with disabilities.
        
        Individuals with Disabilities Education Act (IDEA)
        
        Higher Education Opportunity Act (HEOA)
        
        was enacted in August 2008, reauthorizing the Higher Education Act (HEA) of 1965. This law contains a number of provisions related to postsecondary education for students with intellectual disabilities. TPSID provides grants to institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities. TPSID grantees receive support, coordination, training and evaluation services from Think College, which has been designated as the National Coordinating Center, supporting the growth and enhancement of postsecondary options for students with intellectual disabilities across the US.
        
        Keeping All Students Safe in School Act(HR 927)
        
        This legislation will prohibit elementary and secondary school personnel from managing any student by using any mechanical or chemical restraint, physical restraint or escort that restricts breathing, or aversive behavioral intervention that compromises student health and safety.
        
        Ending Corporal Punishment in Schools Act(HR 2268)
        
        This bill will prohibit the US Department of Education from providing education funding to any educational agency or institution that allows school personnel to inflict corporal punishment upon a student. It also will authorize grants to states to assist them in improving school climate and culture by implementing school-wide positive behavior supports.
        
        The Strengthening Career and Technical Education for the 21st Century Act (HR 5587)
        
        provides federal support to state and local career and technical education programs in secondary and postsecondary institutions. These programs can be a key to success for individuals with Down syndrome preparing for life after completing their education
      - Current Trends/Issues
        
        Bit of controversy in this year 2021 when congress introduced a bill for protecting individuals with down syndrome act. In which it would ban a doctor from performing abortion based on that child being born has down syndrome.
        
        California was one of the first states in the early 1900’s to allow sterilization in the belief that it would end retardation. The practice was halted in 1969 by that time 20,000 had undergone the process.
        
        United States has signed the United Nations Convention on the Rights of Persons with Disabilities CRPD but however has not ratified although 177 countries have.
      - Support from Educational Institutions
        
        There is lots of support from educational institutions, some of these services can include technology based assistance such as picture path a virtual timeline/schedule, Special iapps , carter yards phonics, clicker sentences, hairy phonics. As well, there are special classes that offer a supportive learning environment if they have severe or complex special educational needs and smaller class sizes. But schools do try as much as possible to allow the students to stay in the mainstream class, the use of IEP, working with many of the school specialized staff to provide the best educational outcome for student. Some will be provide SNA (Special Needs Assistant). Lastly is modifying the curriculum based on their strengths and weakness as some students with Down Syndrome can have other impairment that may make it difficult to process speech, writing etc.
- - - - In patients with conduct disorder, comorbidities such as ADHD should be identified and treatedPsychosocial intervention should be used as a first-line treatment for conduct disorder symptoms that persist after comorbidities such as ADHD are treatedRisperidone (Risperdal) may benefit patients with conduct disorder who have severe aggression or explosive anger after comorbid ADHD is treated (if applicable).
        
        Support Services include individual and family counseling, medication, support for learning disabilities, IEP, Behavior Plans, Transition Programs
        
        Laws
        When the federal special education law was passed in 1975, Congress found that most handicapped children were not receiving an appropriate education - and that millions of children were excluded from school altogether. The IDEA is a law that ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living.
        08/01/16: Schools are required to provide positive behavioral supports to students with disabilities who need them. Repeated use of disciplinary actions may suggest appropriate behavioral interventions and supports are not being used. Failing to consider and provide for needed behavioral supports in an IEP is likely to result in children not receiving FAPE..
        08/23/16: Georgia Network for Educational and Therapeutic Support / U.S. v. Georgia (N.D. Ga. 2016): The United States filed a lawsuit against the State of Georgia in federal district court to remedy violations of the ADA pertaining to the State’s failure to provide thousands of public school students with behavior-related disabilities with appropriate mental health and therapeutic educational services and supports in the most integrated setting appropriate to their needs. DOJ Find GA Violates ADA by Segregating Students with Disabilities (07/15/15)
        Honig v. Doe, 484 U.S. 305 (1988). Decision from U. S. Supreme Court in discipline case that involved two emotionally disturbed students who had academic and social problems. Clarifies that schools may not expel children for behaviors related to their handicaps; stay put; procedural safeguards are designed to protect children and parents; describes parent role.
        Community Consolidated Sch. Dist. #93 v. John F. (IL) Excellent decision in discipline case; includes procedural violations, prior written notice requirements, manifestation determination review, suspensions for more than 10 days, expedited hearings, special education and related services under IDEA, "passing grades" are not evidence of FAPE, homebound instruction violated LRE, more. Decision in Word Decision in pdf
        9th Circuit Blocks Isolation Room Lawsuit. A Washington school placed D.P., an autistic child, in a locked isolation room pursuant to an Individualized Education Program (IEP) that allowed him to be placed in a “safe room” for “timeouts.”
      - Diagnostic Criteria (A) of DSM-IV
        Aggression to people and animals (Criteria 1–7)
        
        Often bullies, threatens, or intimidates others
        2.Often initiates physical fights
        3.Has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun)
        
        Has been physically cruel to people
        
        Has been physically cruel to animals
        
        Has stolen while confronting a victim (e.g., mugging, purse-snatching, extortion, armed robbery)
        
        Has forced someone into sexual relations
        8.Has deliberately engaged in fire setting with the intention of causing serious damage
        
        Has deliberately destroyed others' property (other than by fire setting)
        Deceitfulness or theft (Criteria 10–12)
        
        Has broken into someone else's house, building, or car
        
        Often lies to obtain goods or favours or to avoid obligations (i.e., "cons" others)
        
        Has stolen items of non-trivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery)
        Serious violations of rules (Criteria 13–15)
        
        Often stays out at night despite parental prohibitions, beginning before age of 13
        
        Has run away from home overnight at least twice while living in the parental or parental surrogate home (or once without returning for a lengthy period)
        
        Is often truant from school, beginning before the age of 13
        
        text
        
        The prevalence of conduct disorder in boys of 15 years old is between 5% and 9% in the general populationConduct disorders became established as a medical diagnosis in 1968. Today they are one of the most frequent reasons why children and adolescence are referred to a mental health clinicIn the last 30 years, two key frameworks in the contemporary understanding of conduct disorders have emerged. Uri Brofenbrenners Ecological Systems Theory has contributed to insight into the role of different environmental systems in development and maintenance of conduct disorders. Developmental psychopathology has helped to integrating previous theories and perspectives, and has contributed to the understanding of how biological, cognitive and environmental factors can accumulate to increases the risk of a pathological outcome.
- - - - Law Mandating Compulsory Education 1840
        Rhode Island passed a law mandating compulsory education for all children. Compulsory education is education in which children are required by law to receive and for governments to provide.
        
        Columbia Institution 1864
        Columbia Institution for the Deaf and Dumb and Blind was allowed to grant college degrees by the U.S. Congress. It was the first college in the world established for people with disabilities.
        
        Association of Instructors of the Blind 1870
        The school for the Deaf and the School for the Blind offer comprehensive educational programs for hearing impaired and visually impaired students.
        
        Plessy vs. Ferguson 1896
        The Supreme Court upheld the Louisan separate car act. Though this is not directly related to education, this did set the precedence of separate but equal.
        
        Beattie v. Board of Education 1919
        Special needs students were expelled from school due to facial abnormalities and drooling. The students mental capacities were fine, but teachers and fellow students were nauseated by this student physical conditions
        
        Council for Exceptional Children February 24, 1922
        The Council for Exceptional Children is the first advocacy group for children with disabilities. The CEC is one of the largest special education advocacy groups. The main objective of this group is to ensure that children with special needs receive FAPE.
        
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- - - - Treatment is different for everyone. A doctor may prescribe medication such as adderall, or recommend asking for work-place accommodations
        
        Work place accommodations may include: asking for a quiet place to work, allowing use of noise cancelling devices, or assistive technology
        
        Is ADHD included in the Americans with Disabilities Act? Yes. The ADA provides for “mental” conditions or mental illnesses, but as with physical impairments, the diagnosis of a mental illness or mental impairment is not sufficient to qualify an employee for protection under the law.
        
        It must cause significant impact or limitation in a major life activity or function
        
        The individual must be regarded as having a disability
        
        The individual must have a record of having been viewed as being disabled.
        
        The applicant must also be able to perform the essential job functions with or without accommodations to qualify as an individual with a disability under the meaning of the Act.
  - - - Studies show that 1 in 30 adults are affected in adulthood