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Attention Deficit Hyperactivity Disorder (ADHD)-by Harvey &Xiaoxiao,…
Attention Deficit Hyperactivity Disorder (ADHD)-by Harvey &Xiaoxiao
Description of ADHD: ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.
https://www.cdc.gov/ncbddd/adhd/facts.html
Signs and Symptoms
have difficulty getting along with others
have trouble taking turns
have a hard time resisting temptation
make careless mistakes or take unnecessary risks
talk too much
squirm or fidget
forget or lose things a lot
daydream a lot
History of ADHD
Early concepts and terminology (restless child, minimal brain dysfunction)
Medicalization and diagnostic criteria evolution
Contemporary trends: increased awareness, diagnostic debates, stigma reduction
Research advancements: genetics, neuroimaging, potential biomarkers
Support services in education
Physical activity and movement are important for all children, but especially so for children with ADHD. More time spent with virtual learning can mean sitting still without moving for longer periods of time. Finding time to move may be especially important for children who struggle with hyperactivity.
Children with ADHD struggle more with boredom and putting mental effort into challenging tasks. Virtual learning or in-person school with more rules may lack the novelty and excitement. Teachers may need to find new ways to keep children with ADHD from being bored and keep them engaged in learning.
Children with ADHD are more likely than their peers to have some difficulties with social relationships. If the school environment provides fewer opportunities to interact freely during the day, children may need other ways to practice social skills and build on relationships.
Transitions can be challenging for children with ADHD; they may need extra help getting ready, and more time getting used to new settings.
Having to spend time doing schoolwork, homework, and family activities in the same space where parents may also have to do their own work can create additional stress for students and parents.
Children with ADHD are likely to have other disorders in addition to ADHD, which can make coping with stress, change, and social isolation associated with virtual learning even more difficult. They may need additional support.
Laws and legal expectations
https://www.cdc.gov/ncbddd/adhd/features/adhd-and-school-changes.html#:~:text=ADHD%20and%20schools&text=This%20can%20mean%20special%20education,organizing%20work%2C%20and%20frequent%20communication
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Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act
Right to Free Appropriate Public Education (FAPE) and least restrictive environment (LRE)
Responsibilities of educational institutions: accessibility, nondiscrimination, effective interventions
Recent legal cases and potential for policy changes
Autism Spectrum Disorder (ASD)
by Xiaoxiao&Harvey
Support services
Social Skills Training:
Social Skills Groups: Educational institutions may offer social skills groups or programs specifically designed for students with ASD. These groups focus on developing interpersonal and social communication skills. Activities may include role-playing, peer interactions, and structured social scenarios to improve social understanding.
Behavioral Interventions:
Applied Behavior Analysis (ABA): ABA is a therapeutic approach that focuses on shaping and modifying behaviors. In educational settings, ABA techniques may be used to address challenging behaviors and reinforce positive social and academic skills. For example, a student might work with a behavior therapist to improve self-control and reduce disruptive behaviors in the classroom.
Special Education Services:
Individualized Education Program (IEP): In the United States, students with ASD may have an IEP that outlines specific academic goals, accommodations, and support services tailored to their needs. For example, a student with ASD might receive individualized instruction from a special education teacher to address specific challenges in reading or math.
Speech and Language Therapy:
Speech-Language Pathologist (SLP): Many students with ASD experience communication difficulties. SLPs work with students to improve speech articulation, language comprehension, and social communication skills. For instance, a student might participate in regular speech therapy sessions to enhance their expressive and receptive language abilities.
Transition Planning:
Transition Services: For students approaching graduation, transition planning becomes essential. This includes preparing students for post-secondary education, vocational training, or employment. Schools may provide guidance counselors or transition coordinators to assist with this process.
Various laws AND
expectations
Individuals with Disabilities Education Act (IDEA)
Individuals with Disabilities Education Act (IDEA) Relevance: IDEA is a federal law that ensures the provision of special education services for students with disabilities, including ASD.
Impact: Under IDEA, students with ASD may receive an Individualized Education Program (IEP), outlining specific goals, accommodations, and services. IDEA promotes the inclusion of students with disabilities in the least restrictive environment, fostering equal educational opportunities.
Americans with Disabilities Act (ADA)
Relevance: ADA extends anti-discrimination protections to individuals with disabilities in various public settings, including schools and universities.
Impact: ADA complements Section 504 by prohibiting discrimination and requiring reasonable accommodations for students with disabilities. This includes accessible facilities, communication aids, and modifications to policies or practices to ensure inclusivity.
Section 504 of the Rehabilitation Act
Relevance: Section 504 prohibits discrimination on the basis of disability and requires schools to provide accommodations to ensure equal access to educational programs and activities.
Impact: Students with ASD may be eligible for accommodations, such as modifications to assignments, additional support services, or adjustments to the learning environment. Section 504 emphasizes the importance of creating a supportive and accessible educational environment for all students.
Expectations
Inclusive Practices:
Educational institutions are expected to adopt inclusive practices that ensure the participation and engagement of students with ASD in regular classroom settings.
Individualized Support:
Institutions are required to provide individualized support services based on the unique needs of students with ASD, often outlined in Individualized Education Programs (IEPs) or similar plans.
Accessibility:
Schools must ensure physical and communication accessibility, making adjustments to facilities, technologies, and instructional materials to accommodate students with ASD.
Professional Development:
Educational staff are expected to receive training and professional development to effectively support students with ASD, promoting understanding and the implementation of evidence-based practices.
Definition
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterized by a range of challenges related to social interaction, communication, and repetitive or restrictive behaviors. The term "spectrum" is used because the symptoms and characteristics of autism can vary widely among individuals. ASD encompasses a range of conditions that were previously diagnosed separately, including autistic disorder, Asperger's syndrome, and pervasive developmental disorder-not otherwise specified (PDD-NOS).
Key features of Autism Spectrum Disorder
Sensory Sensitivities:
Heightened sensitivities or aversions to sensory stimuli, such as certain sounds, lights, textures, or smells.
Social Challenges:
Difficulty with social interactions and forming relationships.
Challenges in understanding and responding to social cues, such as facial expressions and body language.
Difficulty making and maintaining eye contact.
Communication Difficulties:
Delayed or impaired development of language skills.
Limited use of gestures, facial expressions, and non-verbal communication.
Repetitive or unusual use of language (e.g., echolalia – repeating words or phrases without clear understanding).
Repetitive Behaviors and Interests:
Engaging in repetitive movements or activities, such as hand-flapping, rocking, or lining up objects.
Developing intense, narrow interests.
Resistance to changes in routines or rituals.
Historical perspectives
Leo Kanner's Discovery (1943):
The term "autism" was first introduced by psychiatrist Leo Kanner in 1943. He described a group of children who displayed a lack of interest in forming social connections, communication difficulties, and rigid behaviors.
Hans Asperger's Contribution (1944):
Around the same time, Hans Asperger in Austria independently identified a group of children with similar characteristics. Asperger's work highlighted a broader spectrum of abilities, including those with higher cognitive functioning, which later led to the recognition of Asperger's syndrome.
Diagnostic Changes
DSM-III (1980):In 1980, the third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) introduced a more standardized diagnostic criteria for autism. It separated autism from childhood schizophrenia and included specific criteria for diagnosis.
DSM-IV (1994):The DSM-IV further refined criteria and introduced Asperger's disorder and pervasive developmental disorder-not otherwise specified (PDD-NOS) as subcategories within the broader autism spectrum.
DSM-5 (2013):The fifth edition of the DSM (DSM-5) integrated these subcategories into a single diagnosis—Autism Spectrum Disorder. The change reflected a move towards recognizing the diverse presentations of autism within a single spectrum.
Advances in
research
Genetic Research: Advances in genetics have revealed a strong genetic component to autism. Various genes have been implicated, contributing to the understanding of the biological basis of ASD.
Neuroimaging Studies: Neuroimaging techniques, such as functional magnetic resonance imaging (fMRI) and magnetic resonance spectroscopy (MRS), have provided insights into the structural and functional differences in the brains of individuals with ASD.
Environmental Factors:Researchers have explored the role of environmental factors, including prenatal and perinatal factors, in the development of ASD. While genetics play a significant role, environmental influences are also being investigated.
Neurodiversity Movement:The neurodiversity movement has gained prominence, advocating for the acceptance of neurodevelopmental differences and recognizing the strengths and unique perspectives of individuals with ASD.
https://medium.com/@dawnbrownmd/where-did-the-adhd-stigma-originate-390093b5eabc
https://www.cdc.gov/ncbddd/adhd/features/adhd-and-school-changes.html#:~:text=ADHD%20and%20schools&text=This%20can%20mean%20special%20education,organizing%20work%2C%20and%20frequent%20communication
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