Discussion 1 : ADHD

"Researchers have not identified a primary cause of ADHD. They believe that it is probably related to a combination of biology, genetics, and the student's environment" (Powell & Driver, 2013, Section 5.4).

While you may encounter very young children who exhibit behaviors similar to the characteristics of ADHD, it is unlikely that they will be specifically diagnosed with ADHD. However, when working with school-aged children, it is more likely that you will encounter students who have been diagnosed with ADHD because "ADHD affects approximately 3-10% of school-age students" (Powell & Driver, 2013, Section 5.1).

For this reason, it is important to understand this condition in order to have a plan of action should you or a parent suspect ADHD, and to know how to support those children who do.

For this discussion post, you will create an information sheet that can be given to a new teacher explaining ADHD in the classroom. It can include pictures, but it must include information regarding:

All three types of ADHD

The possible causes (you must include information regarding each possible cause: biology, genetics and environment)

The importance of a medical diagnosis and why

Possible signs and symptoms

The IDEA category it fits under

How IEP or 504 plans can help a child with ADHD in the classroom

To show this, provide an example of a student diagnosed with ADHD along with the proposed solution. This can be an actual child you know (just be sure to exclude the child's real name) or it can be a hypothetical child.

Guided Response: Review several of your peers' posts. Respond to two of your peers by providing at least two suggested resources as well as what each resource can offer, that could be added to their information sheet. These resources need to provide teachers with further information regarding ADHD.

An example of a resource might be Centers for Disease Control and Prevention (Links to an external site.)Links to an external site.. You will need to explain what the resource offers regarding ADHD.

Discussion 2 : Speech & Language Impairments

As Chapter 6 states, "students with SLI should receive speech and language services from trained professionals. The role of the classroom teacher is supportive and collaborative" (Powell & Driver, 2013, Section 6.7). As a classroom teacher, explain how you can support students with speech and language impairments by including each of the following:

Identify which special education law(s) impacts students with SLI.

Explain how you will collaborate with the child's speech and language pathologist (SLP) and why this collaboration is important.

Provide strategies you will need to incorporate into your daily routine to assist these children in your classroom. Strategies such as seating arrangement, instructional tips to support the student, as well as how you will help this child's interactions with peers should be included.

Support this portion of your discussion with research from a scholarly resource as well as your text.

Lastly, explain how you will handle a situation where a parent of a child with SLI in your classroom has come to you concerned because their child is being teased by classmates. What will you say to the parent and how will you address this in class?

Guided Response: Review several of your classmates' posts. Respond to two posts from the viewpoint of the child's parent. Offer some reasons why you are satisfied with your child's support from his/her teacher. What is one thing you might want to see implemented into your child's education that will specifically help with their SLI and why?

Journal : Talking With Parents

Talking with parents about the struggles their child is having in class can be a difficult task for teachers and childcare professionals.

According to Powell and Driver (2013), "teachers and school staff can talk with parents about the possibility of their child needing to undergo an evaluation for ADHD, but the official diagnosis must come from a medical professional or clinician (i.e., medical doctor, psychiatrist, or psychologist)" (Section 5.5).

Reflect on what this statement means to you. How can you talk with parents about this subject without sounding as if you are diagnosing?

What advice can you provide to parents who come to you with concerns about their child without implying that a disability is present?

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your journal entries.

ADHD Presentation

Using what you have learned so far about ADHD and inclusion, you will create a PowerPoint presentation that addresses the following scenario:

You have been asked by your administrator or director to give a 10-minute presentation to the school board regarding inclusion and ADHD.

The board wants to know specifically how this ever-increasing population of students is assisted and supported in an inclusive setting in your school or center.

Your administrator has asked that the following be included:

An explanation of the steps to follow when a parent of a child without an ADHD diagnosis is seeking a diagnosis (e.g. describe the checklist or rating scale you will use alongside the parent and physician).

An explanation of the federal laws associated with an ADHD diagnosis.

A discussion of how parents can be kept involved in their child's learning once the child has been diagnosed by a physician, psychologist, or neuropsychologist.

An explanation of how students are specifically accommodated through the functional organization of the classroom.

How students are supported through organization of classroom space and assignments.

How students are supported in the delivery of instruction.

A discussion of the importance of a schedule (including how you provide breaks for a child with ADHD).

A description of the brain regions, neurotransmitters, and physiological symptoms associated with ADHD.

A discussion of how children with ADHD are encouraged to participate in lessons.

A sample of how children are assisted with self-monitoring (e.g. a behavior checklist).

A specific example of how a child is supported by using David (figure 5.8) as the model. Summarize this child's support.

A specific example of a brain-based learning strategy that can be used in the classroom.

A discussion of information that is used to help students at home (e.g. assignment agenda).

This PowerPoint should be 10 to 12 slides in length, not including the title and reference slides. You are encouraged to creatively address the material by including graphics, charts, graphs and/or sound.

This presentation must be formatted according to APA style, including the title and reference slides and citing within slides when applicable. The notes section of the PowerPoint should be utilized to show your presentation points (i.e. the talking points when presenting this to the board). You must use at least three scholarly resources and the course text.