What role did you play, and why did you select that role?
My role was Mr. Plum, the guidance counselor. I selected that role because it sounded interesting. I like trying new things and the role of guidance counselor was unfamiliar to me.
Discuss how you felt about playing the particular role you played. What did you learn about IEPs and accommodations for children with ADHD from the case study, and about the roles of different team members? I liked the role that I played, especially after getting the information about my motives. Mr. Plum was mostly interested in getting the Individual Education Plan (IEP) completed to meet legal requirements. He was not truly concerned about Robert although he was acted as if he was. I learned quite a bit in reading about IEPs and how the student can be served in a quest for increased academic and behavioral performance. However, in attempting to accomplish those goals, there has to be a concerted effort by a number of interested professionals and there has to adequate
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Upon reading about the accommodations, I could appreciate the labor intensiveness of enacting the details of the plan. I could also appreciate the amount of expertise, skill and perseverance that would be required of the main instructor of a child with ADHD. From the case roles, I came to a greater appreciation of the multidisciplinary nature of treatment for children with ADHD. In dealing with the IEP, there were six professional involved, as well as Robert and his mother. Robert and his mother displayed unique aspects of the psychosocial and socio-economic ramifications of poverty, substance abuse and suboptimal family support systems that affected Robert. Of the different roles, most were trying to bolster Robert and two, Mr. Plum and Robert’s mother, were not very supportive of him achieving his
Attention-Deficit/ Hyperactivity Disorder, otherwise known as ADHD, is the most common psychiatric condition effecting 9.5% of school-aged children in the United States (intuniv, 2013). If the disorder goes untreated, it will cause more long-term side effects and difficulties for the individual as an adult. Adults who have this condition face several adversities in every day life, such as impulsive behavior, low self-esteem and poor work performance. People are not aware of the complications that come with ADHD in adults. Not knowing the symptoms of the disease can cause people to not be sympathetic when they are interacting with someone with disorder.
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
a role like it and I was equally keen to play the Narrator as I had
Marcia Clemmitt is a staff writer, who is also a veteran social-policy reporter. She holds a position as a high school math and physics teacher on the side of being an author. Clemmitt earned a liberal arts and science degree from St. John’s College in Annapolis. She has obtained a master’s degree in English from Georgetown University as well. Throughout the report, Clemmitt goes into detail about attention deficit hyperactivity disorder, also known as ADHD. She questions on whether or not that the mental illness may be overdiagnosed for patients. In her studies, she states that within recent researches, the diagnosis for ADHD
Every year millions of kids are developed with ADHD which stands for Attention deficit hyperactive order. It means it’s sometimes hard for kids to stay on task. Some kids even have to get up every once in awhile and take a lap around the room. ADHD medicine can really help kids in school work. It helps them stay on task and helps them maintain good grades. It also really sometimes help them pay attention.
The health care setting plays an integral role in the diagnosis and care of children with Attention Deficit Hyperactivity Disorder (ADHD). The diversity of services available and the pathways that child and family inevitably find themselves taking can be long and arduous, therefore finding a service that will meet the needs of both is crucial.
As a college student, the amount of students on powerful meds for ADHD and ADD is shocking. It is a topic seen in every classroom and heard in many dialogues. Conversations can be overheard frequently about how easy meds are to get and how effortless it is to receive a diagnosis. However, while I know that a vast number of students are taking prescription drugs for ADHD, I don’t think that I ever realized the full extent to which this disorder was effecting America’s youth. It wasn’t until I spent my time volunteering as a paraprofessional in a fourth grade classroom that I felt I truly understood the weight that the number of ADHD diagnosis’s were having on our nation’s children. The supervising teacher I was working with told me that in her classroom of 22 children, six of them were on some sort of prescription medication for ADHD, and many parents that I spoke to tended to blow off the risk factors involved, remarking that the drugs improved their school performance. I was shocked at this figure, especially because after working with the children, even on the days that they forgot to take their medicine, I found that by using different methods of instruction, many of the children didn’t seem to have much less trouble focusing than the children who did not have ADHD. So when we were assigned this paper, I set out to disprove the myth that children who act out in school have must ADHD and need to be put on prescription drugs in order to do well in school.
The primary roles that were incorporated into group were defined by the leaders of group. Those leaders included the social workers and group psychologists, as well as students when appropriate. The leaders focused on task and maintenance roles, such as; coordinator, elaborator, evaluator, information seeker, initiator/contributor, opinion giver, procedural technician, encourager, gatekeeper, harmonizer, and standard setter. The individual roles was primarily the dominator. Due to the dominator portion of group, it changed the atmosphere and will be discussed later.
Although the experience was nerve-racking, I believe that I did a very good job. I was able to collect the majority of the information that she was telling me while asking follow up questions. However, it was more to balance than I had expected. It was difficult asking questions and attempting to record enough information to complete my assignment. As the conversation continued, I got interested in her life stories and professional examples and noticed I had stopped taking notes. I also felt the need to make constant eye contact to show I was alert and aware of what she was saying, which brought challenges to my note taking. This interview process made me feel excited for the future. It was an intriguing opportunity to know that one day I will be able to positively impact lives the way Fultz does. To improve my interview skills, I would ask if I could record the conversation. This will allow me to interact more with the health professional while also consuming a maximum amount of information. I wish I had thought about recording this conversation prior to the interview, because Fultz spoke beautifully about her passion as a social worker, and I wish I was able to directly quote her in this
Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attention deficit hyperactivity disorder: an inattentive type and a combined type. The symptoms of ADHD can be classified into three categories: inattention, hyperactivity, and impulsivity. This behaviour stops ADHD sufferers from focussing deliberately on organising and completing a specific task that they may not enjoy, learning new skills or information is proved to be impossible. An example of such behaviour is recognised by the report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behaviour. Such behaviour can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem. (National Institute of Mental Health 1999) There are also secondary symptoms which are associated with ADHD, such as learning disorders, anxiety, depression and other mood disorders, tic disorders, and conduct disorders. (Spencer, Biederman, and Wilens 1999 in Monastra V, Monastra D, George, 2002)
IDEA (2004) states, “a school must educate a student with a disability with students who do not have disabilities to the maximum extent appropriate for the student”. To successfully include all students in the classroom, teachers must be flexible and tailor their teaching practices to meet each individual’s needs. By individualizing instruction, students are able to receive an appropriate education and be active participants in the classroom. The first step to understanding how to fully include this student in my classroom would entail obtaining additional background knowledge about the child before the school year commences. I would need to know if the child already has an IEP in place or not, so that I could review it and discover if there were already adaptations, modifications or additional services being received prior to the child’s arrival in my classroom. However, it is important to remember that not all children that have combined ADHD need an IEP or 504 Plan. Either way, I would like to communicate with the child’s guardians as soon as possible and begin to create a positive partnership between myself and them. In addition, if I did not have previous background knowledge regarding combined ADHD, I would initiate research to help me better comprehend how to successfully interact with this child and furnish them with the supports they need to succeed. Above all else, the most important objective of mine is to familiarize myself with the child and unveil what their various characteristics, interests and strengths are. After establishing a greater awareness of the child’s needs, I would set about making alterations in the classroom set-up and the overall physical
When we were first given this assignment I had not put much consideration into it. I thought we were to ask a couple of questions, it would all work itself out and I would be done. But this was not the case. The thought and reflection put into interview questions really surprised me. There was far more factors other than the questions you were asking, because you were also dealing with people, people who are giving you there free time, their attention and opening themselves up to you a stranger, so there were far more responsibilities then what were initially at hand.
It is normal for children’s minds to wander and daydream. Children can be impulsive, active, and creative. However, children with ADHD are so impulsive or active that they cannot sit still and are constantly fidgeting. (pg. 362) They always have to be doing something. This makes them a little more difficult to teach because they have a hard time focusing. There is not a biological marker for ADHD, but research has shown that this disorder is neurological. Meaning that there are problems in the brain due to genes, complications in pregnancy, or toxins such as lead. (pg. 363) I would be precautious in whether or not determining if your daughter has ADHD. Misdiagnosis can make the problem worse if there is a different disorder that has not been
...Conducting the interview met my expectations of learning. It was a great learning opportunity to interact as well as research the psychosocial development.
This experience as a whole provided me with the opportunity to show my professional quality as an educator, a cooperative team member, and a lifelong learner. A few things that I continuously had to reflect on throughout this experience was my self-competence, my performance as well as the children’s, and of course my professional demeanor which directly impacted the effectiveness of my planning, teaching and...