“Practical Advice for All Teachers Supporting Students with Learning Disabilities, ADHD, and Executive Dysfunction” Eldrich Carr Principal, Springer School and Center Presentation for NAIS (Long Beach, CA) February, 2019
A Path to Understanding • Teacher, Coach, Dean, Principal • Cincinnati Country Day (9 th -12 th Grade) • Springer School and Center (K-8 th Grade)
Today’s Agenda • Understanding Why This Topic Should Matter to Teachers and School Leaders • Developing a “Usable” Understanding of Learning Disabilities, ADHD, and Executive Function • Sharing Practical Advice for Identifying, Teaching, and Supporting Impacted Students • Questions and Answers Session
UNDERSTANDING WHY THIS TOPIC SHOULD MATTER TO TEACHERS AND SCHOOL LEADERS
Why does this topic matter? Citation: Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
Why does this topic matter? Citation: Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
Why does this topic matter? • Of the children identified, approximately 1 in 16 receive services through their public district via and Individualized Education Plan (IEP) and 1 in 50 receive services through a “504 plan” Citation: Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
Why does this topic matter? Anger Shame FEAR Frustration Embarrassment
Why does this topic matter? • Students with learning disabilities, ADHD, and executive dysfunction face an incredible array societal stigmas.
Why does this topic matter? Research tells us there is a significant mental health component to this story.
Why does this topic matter? The challenge of “comorbidity” Learning Disability Anxiety ADHD
DEVELOPING A “USABLE” UNDERSTANDING OF LEARNING DISABILITIES, ADHD, AND EXECUTIVE FUNCTION
Learning Disabilities • Defining the term is a significant challenge • Individuals with Disabilities Education Act (IDEA)
Learning Disabilities (According to the IDEA) Specific Learning Disabilities are “ a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation*, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (20 U.S.C. § 1401 (30)) *Now known as intellectual disability.
Learning Disabilities • Defining the term is a significant challenge • Individuals with Disabilities Education Act (IDEA) • Diagnostic and Statistical Manual of Mental Disorders (DSM-5)
Learning Disabilities (According to the DSM-5) A “Specific Learning Disorder” is: The diagnosis requires persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Symptoms may include inaccurate or slow and effortful reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning. Current academic skills must be well below the average range of scores in culturally and linguistically appropriate tests of reading, writing, or mathematics. The individual’s difficulties must not be better explained by developmental, neurological, sensory (vision or hearing), or motor disorders and must significantly interfere with academic achievement, occupational performance, or activities of daily living. Specific learning disorder is diagnosed through a clinical review of the individual’s developmental, medical, educational, and family history, reports of test scores and teacher observations, and response to academic interventions.
A Useable Construct… Process Store Retrieve Learning Receive Communicate Disabilities
Learning Disabilities • How might this look for a student with a reading disability?
Learning Disabilities STOP
Learning Disabilities S_ _P
Learning Disabilities δτΟϑ
Learning Disabilities δτΟϑ
Learning Disabilities ◆ ✜ ❖ A P P L E S O F F I C E
Learning Disabilities Example Sentence Charlotte, the daughter of the Duke and Duchess of Cambridge, may grow up to be a kind, smart, and compassionate leader. Receive Store Process Retrieve Communicate
Learning Disabilities • How might this look for a student with a reading disability? • How might this look for a student with a writing disability?
Receive Store Process Retrieve Communicate
Learning Disabilities • How might this look for a student with a reading disability? • How might this look for a student with a writing disability? • How might this look for a student with a math disability?
Learning Disabilities Example Problem 503 - 274 Receive Store Process Retrieve Communicate
ADHD • DSM-V Criteria for ADHD (Updated in 2013) • Dr. Thomas Brown’s (Ph.D.) key reminder … “the situational variability of symptoms” • In simpler terms, Children and Adults with Attention- Deficit/Hyperactivity Disorder (CHADD), characterizes ADHD as developmentally inappropriate levels of inattention, impulsivity, and hyperactivity.
A Usable Construct … Varying Presentation Varying Degrees Mild Hyperactiv e Inattentive / Impulsive Moderate Severe Combined Type
A Usable Construct … • ADHD can be thought of as … a) the inability to control one’s attention, impulsivity, and hyperactivity a) to the degree that it adversely impacts a person’s social, academic, or occupational functioning a) within a developmentally appropriate context.
Executive Dysfunction ( or Executive Functioning Disorder) • By definition, it is not a learning disability and it is not recognized in the DSM-V • Strong correlation to learning disabilities and ADHD • Can create many of the same challenges as learning disabilities or ADHD
Executive Dysfunction (or Executive Functioning Disorder) Working Memory Inhibitory Mental Control Flexibility Executive Function
Executive Dysfunction (or Executive Functioning Disorder) Executive Functions • Impulse Control • Emotional Control • Flexibility • Working Memory • Self-Monitoring • Planning and Prioritizing • Task Initiation • Organization
A Usable Construct … • “Executive Dysfunction” can be thought of as… a) the inability to plan, initiate, navigate, and complete daily tasks a) to the degree that it adversely impacts a person’s social, academic, or occupational functioning a) within a developmentally appropriate context.
SHARING PRACTICAL ADVICE FOR IDENTIFYING, TEACHING, AND SUPPORTING IMPACTED STUDENTS
Practical Piece of Advice #1 Take the time to speak with students about why they are struggling before drawing assumptions or jumping to conclusions.
Practical Piece of Advice #2 You should not try to diagnosis any of the aforementioned conditions.
Practical Piece of Advice #3 Learning disabilities, ADHD, and executive dysfunction are the result of neurological conditions and cannot be “fixed”, nor should they be associated with intelligence.
Practical Piece of Advice #4 Be explicit about cultivating skills while teaching curricular content.
Practical Piece of Advice #5 Be patient, empathetic, and hold students to reasonable expectations when they are struggling.
Practical Piece of Advice #6 Help confront the stigmas around learning disabilities, ADHD, and executive dysfunction.
QUESTIONS AND ANSWERS SESSION
Recommended Resources • The National Center for Learning Disabilities (www.ncld.org) • Understood (www.understood.org) • Children and Adults with Attention- Deficit/Hyperactivity Disorder (CHADD) (www.chadd.org) • The Child Mind Institute (www.childmind.org)
Recommended Resources • Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities. • Promoting Executive Function In the Classroom by Lynn Meltzer • Center for the Developing Child (www.developingchild.harvard.edu) • Institute of Education Science (www.ies.ed.gov)
Thank you for attending! Eldrich Carr’s Contact Information: Ecarr@Springer-LD.org 513.871.6080, Ext. 220 The Springer School and Center 2121 Madison Road, Cincinnati, OH 45208
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