Similarities Between Christian And Adrian Ayala

Every parent who has a child suffering from a psychological disorder that affects their behavior dreads a new school year. This means new teachers not aware of the disorder, more parent-teacher conferences, and more pressure to medicate the child. The most common and well known behavioral disorders are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).

Daniel is a five years old male student at Desert Springs Preparatory Elementary School, in the SunKids preschool program, this is his second year with us. Daniel, since a month ago, had an IEP for social, and speech and OT as a related service. He identifies with Asian/American ethnic category and speaks only English, which is the language spoken at home. He was on a daily behavioral intervention based on a thumbs up/down checklist, and the OT and Speech specialists were coming once or twice a week to work with him. Currently Daniel had formal assessments administered for his evaluation. His teacher used BASC3 assessment, and the psych, speech, and OT, did also at least 3 of them. His scores were amazing, and he test it out of Special Ed.

He has been diagnosed with ADHD and has Type 1 Diabetes. His diabetes is managed with insulin therapy and he has an insulin routine at school. His family has chosen not to manage his ADHD with drugs. Generally his ADHD impacts both his academic and social interaction. He has difficulty understanding directions accurately and is then unable to preform the task at hand. He is an articulate child with an exuberance for being in charge this has lead to several lost leadership jobs. He can be confrontational with other children and on some levels seems socially isolated. He plays with other children on the playground, but seldom works with other children in the classroom. He is below grade level in both math and reading. This related to the env ADHD rather than an indication of intellectual

During my time as a special education teacher there were many students who posed challenges when it came to school, but there was one boy who was by far the worst and most challenging case I had ever experienced. The boy was diagnosed with ADHD at a young age. By the time I encountered him in high school, he had used his diagnosis as an excuse to avoid any substantial work. The problem was that at his high school his English teacher saw through his laziness and with the approval of his guardian decided to press the child for better work. I was left with the task of working with him and keeping him on task.

Anthony is a 14-year-old student in the 9th grade who is educated within the mainstream general education setting. He has a diagnosis of Attention Deficit Disorder (ADD). He receives a 504 Accommodations service plan for his ability to adequately concrete and learn in the classroom. His plan includes the Resource Room Program, Supplementary Aids/Services, and Testing Accommodations.

Prior to attending school in Eudora, Aaron received services from the Wellsville School District. Aaron was initially evaluated for Part C in 2005- 2006 as a two year old. Due to the severity of Aaron’s speech delay, Aaron qualified for speech services. In 2006-2007 concerns continued to exist about Aaron’s academics and social skills. His IEP team recommended placement in PALS (preschool) class. The following year (2007-2008), as a four year old, Aaron’s services continued in the ECSE preschool program. At that time Occupational Therapy Services were added to work on motor skills.

Parents have special knowledge about their child that school personnel might be unaware of. This aspect of parental involvement is especially important when applying special education services for a child with disabilities (Smith et al., 2005). That being said, parents need to understand that while they know a lot about their child overall, the school knows a lot about their child in an academic setting. It is very important to have open lines of communication and mutual respect for each other; to be able to bring together these different aspects of the child to create a successful intervention allowing complete access to education.

George has attended Abrego Elementary School since kindergarten. The records from school indicate George’s 3rd grade teacher expressed concerns with George’s academic progress; therefore she referred him for testing. George was then diagnosed with a learning disability and began receiving special education services for reading, writing, and math. In addition, George qualified for speech and language services and occupational therapy services. He continues to receive special education services in 6th grade. His teachers report that George works hard but struggles to keep up

Alvin has put forth more effort towards his academic program; however, he has difficulty keeping to due dates for submitting homework and other assignments. Although, he is aware he can seek remedial support at any time, he often refuses to do so. We have been working on organization and him reporting when he is called for remedial services without repeated prompts.

Joey is a bright, happy, healthy, and somewhat excitable 10 year old boy. He has been identified as gifted and has an IQ of about 165. He has also been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). He is receiving Special Education services at his school for what has been labeled an Emotional Disability. He has a hard time maintaining friendship with children his own age and sometimes keeps to himself and refuses to interact with the children in his class. He has a difficult time expressing his emotion in appropriate ways and finds it difficult to maintain appropriate boundaries when it comes to relationships with other people.

There are many medical problems and diseases that are affecting the people in the world today. Thankfully, people are slowly becoming more aware and tolerable of people with neurodevelopment disorders, such as Autism Spectrum Disorder, Communication and Language Disorders, and Attention Deficit Disorder. Neurodevelopmental disorders will usually affect an individual throughout their lifetime, often making it difficult for children who are affected to learn. My little brother has both Attention Deficit Disorder and Attention Hyperactivity Disorder. I see daily how it affects his life, from his ability to focus to following directions. He struggles with staying still long enough to finish his homework and becomes easily frustrated when he encounters a problem that looks difficult. This leads to him hanging back from activities or groups of people. Thus, giving him a lower

The participant is a 12-year-old female entering into the 7th grade. She has been diagnosed with attention-deficit/hyperactivity disorder and as a result of the diagnosis she takes a low dosage of medication to help with the "side effects". Research will be conducted at the participant’s home where she will be observed and interviewed during various times throughout the day: while completing chores, during independent reading time, and while interacting with her siblings. The participant lives in a Southeastern Michigan suburb with a population of roughly 31,000 residents, 97 percent of those residents being Caucasian, and with an average household income of approximately 64,000 dollars. The participant lives with both parents and two younger siblings. The participant previously attended a private school in Toledo, Ohio. She was very involved in sports and played for the soccer and volleyball teams. Her friends came from upper-class homes and carried straight A 's. The aforementioned school did not offer services for students with excel or struggle in the classroom. The participant struggled with her academics and was not able to receive additional services, such as, tutoring help. The parents of the participant felt that it was in the best interest of the student to enroll her into their neighborhood school system. She has already joined the

I believe that utilizing the Vineland Adaptive Behavior Assessment will provide a clearer picture of Scott. The Vineland test would be the most appropriate test to give Scott because the Vineland test is used to measure “personal and social skills from birth to adulthood” (Manohari, Raman, & Ashok, 2013). It is important to note that Scott is in 1st grade and there is very limited academic pattern for him. Taking this assessment will allow teachers and parents to obtain a greater interpretation of Scott. The assessed adaptive behavior done by Vineland is communication, living skills, socialization, and motor. According to the case study these are also the domains in which the parents and teachers have concerns. Because there is a family history of ADHD Vineland remains an appropriate choice of assessment because it addresses intellectual and developmental disabilities as well as autism spectrum disorder and ADHD. Vineland also provides “educational and treatment plans” (Manohari, Raman, & Ashok, 2013). Therefore, it is necessary that all aspects of a student development are looked at in order to make a n appropriate diagnosis. “This includes language, social skills, attention, behavior, mood, academic skills, social skills, play skills and motor skills” (Manohari, Raman, & Ashok, 2013). Having a thorough assessment allows for all areas of development to be addressed to obtain a clear picture of the student. Because Scott sensory processing is a concern these difficulties interfere with his participation in classroom activities, interaction with peers and staff, emotional and behavioral control and attending

Background: My target student is Aiden*. He is six years old and has a diagnosis of autism, ADHD and OCD. Aiden is currently taking medication daily at home for related behaviors (sometimes aggression). He has attended Livingston Education Service Agency since he was 3 years old. In order to access the general education curriculum he attends a self-contained classroom for 30-35 hours per week. He receives academic support, social worker services, occupational therapy services and speech and language services.

I observed Ms. Sandon’s and Ms. Niliam’s, “Regular ED 1st grade” students with exceptionalities. This “sect” is made up of 6 (eight) 1st graders who are diagnosed with attention deficit disorders and other exceptionalities some are emotionally disturbed due to drug abusing mothers. A few of the students are misdiagnosed or have additional unspecified special needs.