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Group 6 CHAPTER PRESENTATION BY: KIMBERLY COOPER, NOEMI GUERRA, ARLYN PINO, JACQUELINE SIGLER, VERONICA FISHER, AND NAOMI SAMOLE-PRAGER
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],DEFINITIONS AND TYPES OF LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],CHILDREN WITH SPECIFIC LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],DIAGNOSING STUDENTS WITH LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],CHARACTERISITICS OF STUDENTS WITH LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],SIGNALS FOR POSSIBLE LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],PREVALENCE OF LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],WHY DOES THE PERCENTAGE OF STUDENTS WITH LD CONTINUE TO INCREASE?
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],IDENTIFICATION AND ASSESSMENT OF CHILDREN WITH LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],INSTRUCTIONAL TECHNIQUES & ACCOMMODATIONS FOR STUDENTS WITH LEARNING DISABILITIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],USING ADVANCE ORGANIZERS
[object Object],PROVIDING A FRAMEWORK FOR LEARNING: STEPS IN USING AN ADVANCE ORGANIZER
[object Object],[object Object],[object Object],[object Object],STEPS IN USING THINKING ALOUD & INSTRUCTIONAL CONVERSATIONS
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],PROVIDING EXTENDED PRACTICE AND APPLICATION
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],USING LEARNING TOOLS & AIDS
[object Object],[object Object],[object Object],[object Object],[object Object],ADJUSTING WORKLOAD AND TIME
[object Object],[object Object],[object Object],TEACHING STUDENTS TO USE MEMORY STRATEGIES
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],KEY STRATEGIES FOR TEACHING STUDENTS WITH LD
ATTENTION DEFICIT HYPERACTIVITY DISORDER ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
DIAGNOSTIC & STATISTICAL MANUAL OF MENTAL DISORDERS AMERICAN PSYCHIATRIC ASSOCIATION (2002) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INATTENTION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
HYPERACTIVITY – IMPULSIVITY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
THREE TYPES OF ADHD AND THE STUDENT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
DIFFERENCES BETWEEN INATTENTIVE & HYPERACTIVE-IMPULSIVE TYPES OF ADHD Trait Hyperactive-Impulsive Type Inattentive Type Decision Making Impulsive Sluggish Boundaries Intrusive, rebellious Honors boundaries, polite, obedient Assertion Bossy, irritating Under assertive, overly polite, docile Attention Seeking Shows off, egotistical, best at worst Modest, shy, socially withdrawn Popularity Attracts new friends but doesn’t bond Bonds but doesn’t attract Most common diagnosis Oppositional defiant, conduct disorder Depression, energy focused in
CHARACTERISTICS OF STUDENTS WITH ADHD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
10 THINGS TEENS WITH ADHD WANT TEACHERS TO KNOW ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PREVALENCE OF ADHD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
IDENTIFICATION & ASSESSMENT OF STUDENTS WITH ADHD ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],ELIGIBILITY FOR ADHD SERVICES & SPECIAL EDUCATION LAW
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],INSTRUCTIONAL GUIDELINES & ACCOMMODATIONS FOR ADHD STUDENTS
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],MEDICATION FOR ADHD STUDENTS
[object Object],[object Object],CHAPTER 6 - QUIZ
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],FOR MORE INFORMATION ON LEARNING DISABILITIES…

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Group 6 Chapter Presentation Powerpoint

  • 1. Group 6 CHAPTER PRESENTATION BY: KIMBERLY COOPER, NOEMI GUERRA, ARLYN PINO, JACQUELINE SIGLER, VERONICA FISHER, AND NAOMI SAMOLE-PRAGER
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  • 24. DIFFERENCES BETWEEN INATTENTIVE & HYPERACTIVE-IMPULSIVE TYPES OF ADHD Trait Hyperactive-Impulsive Type Inattentive Type Decision Making Impulsive Sluggish Boundaries Intrusive, rebellious Honors boundaries, polite, obedient Assertion Bossy, irritating Under assertive, overly polite, docile Attention Seeking Shows off, egotistical, best at worst Modest, shy, socially withdrawn Popularity Attracts new friends but doesn’t bond Bonds but doesn’t attract Most common diagnosis Oppositional defiant, conduct disorder Depression, energy focused in
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