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Transcript of 2015 Staff Development Day ADHD and Executive Functions Kenneth Lyford Section 504 Program...
2015 Staff Development Day
ADHD and Executive Functions
Kenneth LyfordSection 504 Program Specialist
Student Services
August 19th, 2015
Lake County Schools
Vision StatementA dynamic, progressive and collaborative learning community embracing change and
diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission StatementThe mission of the Lake County Schools is to provide every student with individual
opportunities to excel.
We Believe:Education is the foundation for everyone’s future.
Education is a lifelong process.All students can learn.
Students should be civic-minded and embrace future roles in the community.Parents/guardians, community, and schools are partners in a student’s education.
Providing a safe, resource-filled learning environment is essential.Students will graduate prepared for work and postsecondary education.
Common Board ConfigurationDate: August 9th 2015
Benchmarks: 21ST Century Skills-Agility and Adaptability
Bell Ringer: Pre-Test/Complete Sentence
Essential Question: What is Attention Deficit Disorder and how does it affect student success.
Common Language: Executive Functions,Hyperactivity, impulsivity, Initiation, Inhibit, planning, shift , Section 504, Eligibility, Mitigating Measures
Objective: To create a better understanding of ADHD and how to help students with ADHD succeed
Agenda: Gradual Release
I DO-Present ADHD and Executive Functions
WE DO- Discuss Accommodations for Students with ADHD.
YOU DO- Small Group activity-Apply
Accommodations to real situations (Section 504).
Summarizing Activity: Applying ADHD accommodations to real situations
Next Steps:Implement strategies learned, with students.
Learning Goals: Participants will better understand Attention Deficit Hyperactivity Disorder and learn strategies to help students succeed.
Bell Ringers:
1- Please Complete ADHD Pre-Test
2 - When Finished, Complete Sentence on the board, write it on a sticky note, and post it on the board.
3 – Think of a student who has been diagnosed with ADHD that you are working with, or have worked with in the past. Write the student’s name on top of form.
History of Attention Deficit/Hyperactivity Disorder
1900-1950
Brain Damage Syndrome Defect in moral control Chaotic Family Life Notice similarity to
primates with prefrontal lesions
Symptoms arose in children who suffered with encephalitis and pre-natal damage to the brain
1939-Treatment with amphetamines
In the Beginning
We Just Started to Understand
History of Attention Deficit/Hyperactivity Disorder
1950’s Hyperkinetic Syndrome
More specificity in behaviors
1960’s Hyperactive Child Syndrome
Studies start to identify specific areas of the brain affected
History of Attention Deficit/Hyperactivity Disorder
1970’s Attention Deficits
Medication Therapies Overlooked by Public
Law 94-142 Adult Hyperactivity
History of Attention Deficit/Hyperactivity Disorder
History of Attention Deficit/Hyperactivity Disorder
1980’s ADD With and Without Hyperactivity
Becomes ADHD on 1989
History of Attention Deficit/Hyperactivity Disorder
1990’s- Present
Medical Evidence
Neuroimaging-PET and MRI Scans indicate reduced activity in frontal regions of the brain
Reduced amounts of Dopamine that affects the Neurotransmitters in the prefrontal cortex
Russell Barkley
Attention Deficit/Hyperactivity Disorder (ADHD)
Fails to give close attention to details or makes careless mistakes.
Has difficulty sustaining attention. Does not appear to listen. Struggles to follow through on
instructions. Has difficulty with organization. Avoids or dislikes tasks requiring
sustained mental effort. Loses things. Is easily distracted. Is forgetful in daily activities.
Fidgets with hands or feet or squirms in chair.
Has difficulty remaining seated. Runs about or climbs excessively. Difficulty engaging in activities quietly. Acts as if driven by a motor. Talks excessively. Blurts out answers before questions have
been completed. Difficulty waiting or taking turns. Interrupts or intrudes upon others.
1-ADHD predominantly inattentive presentation:(ADHD-I)
2-ADHD predominantly hyperactive-impulsive presentation: (ADHD-HI)
3-ADHD combined presentation: (ADHD-C)
Severity: Mild, Moderate or Severe
DSM-5 Diagnostic Criteria
Attention Deficit/Hyperactivity Disorder (ADHD)
Risk Factors Genetics Low Birth Weight Smoking During Pregnancy Alcohol/Drug Exposure During Pregnancy Neurotoxin Exposure (e.g. lead) Infections (e.g. encephalitis)
Attention Deficit/Hyperactivity Disorder (ADHD)
Executive Functioning Since ADHD impacts the part of the brain that controls
Executive Functioning students often struggle with: Inhibit-The ability to resist impulses and stop one’s behavior at
the appropriate time Shift- The ability to make transitions, tolerate change, problem
solve flexibly, and switch attention from one topic to another Emotional Control-The influence of the executive functioning on
the expression and regulation of one’s emotions
Attention Deficit/Hyperactivity Disorder (ADHD)
Executive Functioning Initiate-The ability to begin a task or activity without being prompted Working Memory-The capacity to hold information in mind to
complete a task, encode and store information, or generate goals Plan/Organize-Components in problem-solving; planning involves
setting a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment
Organization of Materials-The ability to store and arrange items so that they may be easily found
Monitor-The process of checking work, progress and performance to complete a task successfully
Attention Deficit/Hyperactivity Disorder (ADHD)
Dancing The ADHD Waltz By Kelly Babcock
Some tricky steps, but when it’s done right, it looks really bad
Do you dance? Do you twirl and spin? Do you love to waltz?
Me? I’m not overly excited about dancing, but I wouldn’t say I dislike it. I appreciate the activity. I bounce with the tempo, absorb the music, and enjoy the social aspect of dancing.
But, as an ADHDer, there is one dance that I abhor, The ADHD Waltz. Yes, the music is good, it’s the music of life. And yes the moves are easy, it’s pretty much a free sort of dance. And okay, yes there is lots of fun to be had. I’m not denying any of these things. But I still hate it.
What’s the ADHD Waltz? Although the steps vary, a typical early
morning ADHD waltz could go like this: Get out of bed Go to the kitchen Empty the coffee filter into the compost
bucket Take the compost bucket to the back door Go back to the bedroom for pants Go to the laundry room for pants Go to the living room and find pants in the
laundry basket of unfolded laundry Start folding the laundry, begin with the
towels Take the towels to the bathroom and place
them on the sink Open the bathroom closet door Get out a new tube of toothpaste Fold up the box that the toothpaste came in
Attention Deficit/Hyperactivity Disorder (ADHD)
Take it to the kitchen and put it in the recycling Catch site of the coffee maker and wonder why
there’s no coffee made Remember that you were emptying the compost
bucket Go to the back door Wonder why you’re not wearing pants Go to the bedroom to get pants Remember the laundry and head back towards
the living room Stop at the washroom, put away the towels Put out clean towels and gather dirty ones for
laundry Take dirty laundry to the laundry room Go to kitchen for coffee, discover, again, that
none has been made Remember pants and laundry and compost Return finally to the living room Put on pants with determination Pat yourself on back for accomplishing the
donning of pants Celebrate by going to kitchen for coffee
Shake head and go empty compost Remember laundry Fold laundry and carry it to bedroom Find compost bucket on dresser Shake head Return laundry basket to bathroom closet Find coffee pot in bathroom Shake head Return compost bucket and coffee pot to
kitchen Give up and go to coffee shop on corner,
checking first to be sure you’re wearing pants There are of course, many variations, too
many to be able to learn all of them, or any of them really. The dance that includes making breakfast is one with so many variations it could be considered an entire genre on its own.
So there’s your introduction to the ball, I sincerely hope your dance card doesn’t fill up too quickly. One two three, one two three, one two three, one.
Attention Deficit/Hyperactivity Disorder (ADHD)
Statistics According to the 2012 statistics from the Center for Disease Control
Number of children 3-17 years of age ever diagnosed with ADHD: 5.2 million-8.4% of Population
12 Percent of boys 3-17 years of age are diagnosed with ADHD 4.7 percent of girls 3-17 years of age are diagnosed with ADHD Prevalence of parent-reported ADHD diagnosis varied substantially by
state, from a low of 5.6% in Nevada to a high of 15.6% in North Carolina. (Only 1.2% of children in Nevada take medication compared to 9.4% in North Carolina)
According to parent surveys 66.3% of children who are diagnosed take medication for the disorder
Attention Deficit/Hyperactivity Disorder (ADHD)
CharacteristicPercent of children 1997–1999 2000–2002 2003–2005 2009–2011
Age5–17 years 6.5 7.5 7.6 9.6
5–9 years 4.8 5.2 5.6 6.3
10–17 years 7.6 9.0 8.9 11.7
Sex
Male 9.6 10.8 10.7 13.1
Female 3.2 4.2 4.4 5.9
Race
White 7.1 8.1 7.8 9.8
Black or African American only 5.0 7.0 7.7 10.8
American Indian or Alaska Native only
8.5 9.4 7.5
Asian 1.7 1.6 1.8
2 or more races 7.4 9.7 10.7
Hispanic origin and race
Hispanic or Latino 3.6 4.2 4.6 5.6
Not Hispanic or Latino 7.0 8.2 8.3 10.7
White only 7.7 9.0 8.8 11.3
Black or African American only. 5.0 6.8 7.5 11.1
The Department of Health and Human Services-2012 Health ReportBased on household interviews of a sample of the civilian non-institutionalized population
Attention Deficit/Hyperactivity Disorder (ADHD)
CharacteristicPercent of children 1997–1999 2000–2002 2003–2005 2009–2011
Percent of poverty level 5
Below 100% 7.2 8.2 8.4 12.5
100%–199% 6.7 7.5 7.8 9.7
200%–399% 6.2 7.7 7.8 8.6
400% or more 6.1 7.1 6.9 8.3
Health insurance status at the time of interview
Insured 6.7 7.8 7.8 9.9
Private 5.9 7.0 7.0 8.1
Medicaid 10.5 10.7 10.3 13.1
Uninsured 4.8 5.4 6.1 5.8
The Department of Health and Human Services-2012 Health ReportBased on household interviews of a sample of the civilian non-institutionalized population
Lake County Schools-41,564 students x .09 = 3740 students
Attention Deficit/Hyperactivity Disorder (ADHD)
People with ADHD are often diagnosed with other disorders such as:
Learning Disability Conduct Disorder Oppositional Defiant
Disorder Anxiety Disorder Depression Personality Disorders
People with ADHD often struggle with:
Academic Performance Peer Relationships Risk of Injuries Employment Substance Abuse Motor Vehicle Crashes Drinking and Driving Traffic Violations Sexually Transmitted
Disease Teen Pregnancies Child Abuse Multiple Foster Placements
Co-morbid Conditions and Concerns
Attention Deficit/Hyperactivity Disorder (ADHD)
StatisticsChildren Diagnosed with ADHD-(about 9%)
4 % of population have ADHD with Learning Disability 5 % of population have ADHD without Learning Disability
Students who were more likely to be diagnosed ADHD Children 10-17 Children receiving Medicaid Students who are Learning Disabled
Attention Deficit/Hyperactivity Disorder (ADHD)
Comparisons to General Population
Condition General Population ADHD Population
Peer Problems 7.3 % 21.1%
Problems w/Friendships
2.0% 20.6%
Non-Fatal Injuries 2.5% 4.5%
Major Injuries 49% 59%
Hospital Impatient 33% 41%
Hospital Outpatient 33% 41%
ER Admission 74% 81%
Young drivers with AD/HD are 2 to 4 times more likely to have traffic accidents,3 times as likely to have injuries, 4 times more likely to be at fault, and 6 to 8times more likely to have their licenses suspended.Based on Parent surveys conducted in 2007 by the Center for Disease Control
Attention Deficit/Hyperactivity Disorder (ADHD)
Treatment
Medical
Stimulants: Non Stimulants:
• Concerta• Adderall• Focalin• Dexedrine• Ritalin • Generic Brands
• Strattera• Intuniv• Kapvay• Catapres• Tenex
Leaves system quickly and can be taken intermittently
For many of these the level of this medicine must stay consistent so usage must be sustained and raised and lowered slowly.
Attention Deficit/Hyperactivity Disorder (ADHD)
Negative changes in mood or behavior, including suicidal thoughts or actions.
Decreased appetite and weight
Stomach upset
Headaches
Insomnia
Raised blood pressure
Tics
Rarely caused psychosis
Decrease physical growth of children who take it, that tends to be uncommon and only amounts to a decrease of ½ to 1 inch in children who do experience that side effect.
When taken in excess or snorted, stimulants that treat ADHD can produce euphoria and result in addiction. Stimulant abuse has increased over the past four years, in apparent parallel to the decrease in teens of perceived risk of abusing these substances.
Drowsiness and tiredness High blood pressure Drop in blood pressure to the point of causing dizziness
and palpitations or decrease the heart rate. Decreased appetite Headache Stomach upset Nausea, dry mouth, constipation, and irritability. While
other mood changes, including suicidal thoughts Dry mouth Insomnia Constipation
Stimulant Non-Stimulant Medications
Side Effects From Medication
Attention Deficit/Hyperactivity Disorder (ADHD)
TreatmentMedical
Stimulants: Non Stimulants:
• Concerta• Adderall• Focalin• Dexedrine• Ritalin • Generic Brands
• Strattera• Intuniv• Kapvay• Catapres• Tenex
Leaves system quickly and can be taken intermittently
For many of these the level of this medicine must stay consistent so usage must be sustained and raised and lowered slowly.
Non-Medical
•Individual and group counseling•Behavior Therapy •Physical Activity-Two recent studies show a reduction in severity of symptoms
ADHD Quiz
True False
Children who are given special accommodations because of their ADHD are getting an unfair advantage.
False
Attention Deficit/Hyperactivity Disorder (ADHD)
ADHD in the School Setting Section 504 of the Rehabilitation Act of 1973
“No otherwise qualified individual with a disability in the United States as defined in section 706(8), shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance….-29 United States Code (U.S.C.) section 794
As applied to schools, Section 504 broadly prohibits the denial of public education participation, or enjoyment of the benefits offered by public school programs because of a student’s disability. The law recognizes that equal treatment and services may not be sufficient to convey equal benefit. For nondiscrimination to occur, the school must provide services that level the playing field so that Section 504 eligible students have equal participation and opportunity for benefit.
The United States Department of Education (USDE), Office of Civil Rights (OCR) provides compliance oversight for Section 504.
Americans with Disabilities Act Amendments Act (ADAAA)-2008 1. Eligibility Language Favors Broad Coverage2. Expanded list of Major Life Activities3. Adresses impairments that are episodic or in remission4. States that mitigating measures have no bearing in determining whether a disability qualifies
under the law.5. Creates a lower standard for “substantial limitation”
1. Duty to refer-encouraged to look at students who are in RTI/MTSS or have IHCP
Attention Deficit/Hyperactivity Disorder (ADHD)
ADHD in the School Setting Section 504 of the Rehabilitation Act of 1973
Section 504 addresses physical or mental impairment that substantially limits one or more major life activities
Before ADAAA-2008 Caring for Oneself, Walking, Seeing, Hearing, Speaking,
Breathing, Learning, Working, Performing manual tasks. After ADAAA-2008
All previous conditions plus Eating, Standing, Lifting, Bending, Reading, Concentrating, Thinking, Sleeping.
Mitigating factoring are no longer considered in determining eligibility. Students can be found eligible but not need a plan.
Attention Deficit/Hyperactivity Disorder (ADHD)
Section 504 and Exceptional Student Education All students with disabilities, must be
provided a Free and Appropriate Public Education (FAPE) provided in the Least Restrictive Environment (LRE)
We also have a child find obligation to identify and appropriately serve students with ADHD
Section 504 Accommodations
LRE Ladder
Attention Deficit/Hyperactivity Disorder (ADHD)
ADHD and Exceptional Student Education Accommodations in the classroom are appropriate for most
students with ADHD but depending on severity and comorbid conditions we may need to look at a greater level of service Specific Learning DisabilityEmotional Behavioral DisabilityOther Health Impairment
Band Aid when Surgery is Needed ADAAA (2008) and RtI/MTSS
Attention Deficit/Hyperactivity Disorder (ADHD)
ADHD in the School Setting Executive Functioning
Inhibit-The ability to resist impulses and stop one’s behavior at the appropriate time
Shift- The ability to make transitions, tolerate change, problem solve flexibly, and switch attention from one topic to another
Emotional Control-The influence of the executive Functioning on the expression and regulation of one’s emotions
Initiate-The ability to begin a task or activity without being prompted Working Memory-The capacity to hold information in mind to
complete a task, encode and store information, or generate goals Plan/Organize-Components in problem-solving; planning involves
setting a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment
Organization of Materials-The ability to store and arrange items so that they may be easily found
Monitor-The process of checking work, progress and performance to complete a task successfully
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Inhibit-The ability to resist impulses and stop one’s
behavior at the appropriate time Provide explicit, extensive and/or clear set of rules and
expectations Decrease the amount of auditory and visual distractions Assign a peer mentor or older age student who can explain that
appropriate social behaviors can be an effective way of increasing social success
Develop a small group with well controlled peers acting as models Provide guided observations of peer interactions. Teachers may
meet with student briefly at the onset on an activity to discuss how others are behaving.
Reduce the amount of time in unstructured activities to maintain appropriate behavior. This time can be used to discuss successes in the areas of difficulties before returning to activity.
Give frequent redirection and close proximity to the teacherReduced homework assignments-have less items for each skill
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Shift- The ability to make transitions, tolerate
change, problem solve flexibly, and switch attention from one topic to another
Help student develop consistent routines with a set of sub routines. Move to alternative routines as student is ready
Present the student with one task at a time and establish routine to move to next task
Have student work with two or three familiar tasks and rotate those tasks to build skills when shifting
Provide two minute warning before shifting of activities Provide an external prompt when shifting to new activity Use timer to let student know that it is time to shift to
another activity Set a procedure for when the routine changes
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Emotional Control-The influence of the executive functioning
on the expression and regulation of one’s emotions Difficulties with emotional control can be one expression of
disinhibition (use inhibit strategies) Students in nonthreatening settings have better emotional
control (Use shift strategies) Help student process what happened when emotional control
was lost Practice delay response techniques (counting, breathing…) Teach student a metaphor (thermometer, speedometer...) to
help student monitor the appropriate response to a situation. “Strike when the iron is cold” Talk about an incident after the
situation has cooled down. Teach feeling vocabulary so that student can better
understand and process through a situation Provide coping techniques such as relaxation and stress relief
exercises
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Initiate-The ability to begin a task or activity without
being prompted Build routines and sequences of steps Provide external prompts- can be verbal or non-verbal cues set
up at an earlier time. Use a timer-only if this doesn’t create anxiety Work with a peer that will help student stay on track Many children with initiation difficulties are viewed as
“unmotivated” It is important to frame as problem of initiation difficulty and not lack of motivation
Help increase energy by having student do a physical activity Provide examples of what is expected Be aware that initiating a task that is motivating is easier than
that of an unmotivating task Provide “to-do” lists on paper or index cards Remember that we want to teach the student to self initiate and
not to rely on all external accommodations
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Working Memory-The capacity to hold information in mind to
complete a task, encode and store information, or generate goals Provide a framework of what is going to be taught in the lesson Gain eye contact when giving instructions-this cues the child he needs to listen
carefully Provide extra processing time or time to rehearse what is being learned Break assignments into smaller chunks Change tasks more frequently. Helps restore focus Provide more frequent breaks (run an errand, sharpen a pencil…) Have teacher check-ins, have teacher check work more frequently to provide
break and help student maintain focus Stay away from long tedious or monotonous tasks Students with ADHD often have retrieval difficulties. They may know material, but
will need prompts to help retrieve the information. Example: Open ended question followed by follow-up questions
Provide computer aided instruction-Can be more stimulating Be aware of what time the student works best-mornings tend to be better Use multimodal teaching techniques Teach student self talk techniques-start with student repeating steps of task to
instructor Provide “To-Do” list or check off sheet
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Plan/Organize-Components in problem-solving; planning involves setting
a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment
Provide an external structure and fade as the student learns to plan for self Provide a binder or “cookbook” of steps for common routine Develop a plan for the day, week, month, year In the morning discuss the plan for the day Help students set a goal Have student verbalize his plan of action Practice by planning a few steps, then increasing the number of steps Practice with familiar everyday tasks Develop time-lines for completion
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Organization of Materials-The ability to store and arrange items so
that they may be easily found Help student create an organizational system that is comfortable and
flexible enough to use for all classes One binder with all materials needed for the day Use of a planner or schedule book
Provide extra organizational time at beginning or end of time so student can check through materials without falling behind
Provide a study hall to help student keep up with work Provide a separate set of books for home Break complex and long term assignments into smaller chunks and help
student develop a time-line for completion Have student work in small group with more organized peers Help student understand the structure of the lesson
Provide bulleted or outlined format Highlight the major points prior to lesson
Provide contact information of person, website or phone number so student has a way to retrieve forgotten information
Have teacher check and initial binder at end of class to make sure assignments are written down
Attention Deficit/Hyperactivity Disorder (ADHD)
Accommodations: Monitor-The process of checking work, progress and performance to
complete a task successfully Provide opportunities for the student to self monitor his task
performance and social behavior-use subtle cues if necessary Set goals and reward for accuracy as opposed to speed Have student predict how well the task will be done and then help
compare the prediction with actual performance Have student talk through the a performed task-enables student to
identify errors and successes Provide social skill group Provide constructive feedback to increase awareness of strengths
and weaknesses
Legislation
1973Section 504 of the Rehabilitation Rights
"No otherwise qualified person with a disability in the United States...shall, solely by reason of his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or
activity receiving Federal financial assistance…"
Legislation
1990Americans with Disabilities Act
The Americans with Disabilities Act (ADA) prohibits discrimination against individuals with disabilities and extends this prohibition to the full range of state and local government services, programs, or activities regardless of
whether they receive federal assistance
Legislation
2008Americans with Disabilities Act Amendments Act
(ADAAA)Broadened the definition of disability and what constitutes a
“Major Life Activity”caring for one's self
performing manual tasks
walking seeing hearing
speaking breathing learning working reading
concentrating thinking interacting with others
communicating
sleeping
eating lifting bending sitting reaching
and maintaining major bodily functions such as digestive, bowel, bladder or immune system, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions
(Back)
District Obligations to Comply with Section 504
Under Section 504 of the Rehabilitation Rights of 1973 and the Americans with Disabilities Act
Amendments Act of 2008 school districts have the obligation to:
District Obligations to Comply with Section 504
Conduct Appropriate “Child Find” and Initial Evaluations
Three Types of Evaluations Executive Functions
Other Mental Health Issues Medical or Physical
(Can be ongoing or temporary)
District Obligations to Comply with Section 504
Three Types of Evaluations Executive Functions- School Psychologist and Social Worker complete
evaluation that include behavior rating scales, social history and observations
Other Mental Health Issues – Information from private provider is reviewed. Further evaluations can be completed by School Psychologist and Social Worker if needed.
Medical or Physical – with the assistance of a district nurses, medical records are gathered. The review of medical and academic records at the eligibility meeting is considered the evaluation
District Obligations to Comply with Section 504
EligibilityA student is found eligible when the Section 504 team determines that the student has a physical or mental impairment which substantially limits one or more major life activities
Physical or mental impairments Temporary impairments Episodic or impairments in remission Impairments affecting major bodily functions
The determination of whether an impairment substantially limits a major life activity shall be made without regard to the ameliorative effects of mitigating measures such as:
Major Life Activities
caring for one's self performing manual tasks
hearing sitting concentrating
speaking breathing sleeping working reading
walking bending reaching communicating learning
eating lifting seeing thinking interacting with others
and maintaining major bodily functions such as digestive, bowel, bladder or immune system, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions
Major Life Activities: (list is not exhaustive)
Mitigating MeasuresPositive effects of mitigating measures may not be considered when determining student eligibility
Medication medical supplies Equipment or appliances
Low-vision devices (which do not include ordinary eyeglasses or contact lenses)
Prosthetics including limbs and devices
Hearing aids and cochlear implants or other implantable hearing devices
Mobility devices Oxygen therapy equipment and supplies;
District Obligations to Comply with Section 504
Provide eligible students with a Free and Appropriate Education (FAPE) through the provision of a Section
504 plan to meet the individual educational needs of eligible students as adequately as the needs of
nondisabled students are met.
The Section 504 Plan
District Obligations to Comply with Section 504
The Section 504 PlanIf the Section 504 team determines if there is an impact in the education setting a Section 504 Plan in created.
Components of a Section 504 Plan Services and accommodations must address the student’s identified
disability to provide equal opportunity/access to activities available to the student’s nondisabled peers. - “Level the playing field”
The plan should indicate how, where, and by whom the services and accommodations will be provided.
IMPORTANT!!!
By law, all accommodations documented on the plan MUST be provided.
District Obligations to Comply with Section 504
The Section 504 Plan
Components of a Section 504 Plan The plan includes services and accommodations for the school
building, classroom, or transportation; administrative adjustments; academic and instructional accommodations; and/or behavioral intervention and testing accommodations.
The plan may include self-management of health conditions in the school setting or school-sponsored activities.
Develop a monitoring system and assign responsibilities for implementation.
District Obligations to Comply with Section 504
Provide periodic reevaluations of students with disabilities
Every three years eligibility is re-determine based on a review of relevant data.
Documents are gathered that pertain to the student’s disability, academic performance, and behavioral and
social, emotional status. Eligibility is maintained if a “major life activity” is still
significantly limited
District Obligations to Comply with Section 504
Provide education to students with disabilities in the least restrictive environment (LRE)
Students Eligible for Section 504 are provided accommodations in the regular educational setting.
When a greater level of services is needed which results in a change of placement, further evaluation is required. This can require RtI/MTSS. Example: Physical disability, ADHD, Seizure Disorder
District Obligations to Comply with Section 504
Provide students with disabilities equal access to nonacademic and/or extracurricular services
Determine if modification is necessary
If so, does the modification result in a fundamental alteration of the nature of the activity? A fundamental alteration would alter the essential aspect of the game. Example;
adding an extra base in baseball or does the modification provide the person with a disability an advantage.
If not, schools must allow the modification (aids or services) and student would participate Examples of Modifications:
Providing a visual cue to a student with a hearing impairment at the same time as a pistol sound at a track meet.
Letting a student with diabetes check glucose and administer insulin during an after-school activity.
Providing supervision in a locker room so the person with a disability isn’t bullied
District Obligations to Comply with Section 504
Establish and implement a system of procedural safeguards regarding the identification, evaluation, placement, or provision of FAPE to a student
Parents have the right to be informed Appropriate education needs to be designed to meet the student’s
educational needs Free educational services, To the maximum extent appropriate, a child has the right to be
educated with children who are not disabled. The School District must undertake an evaluation of the child prior to
determining his or her appropriate educational placement or program of services.
District Obligations to Comply with Section 504
Establish and implement a system of procedural safeguards regarding the identification, evaluation, placement, or provision of FAPE to a student
If formal assessment instruments are used as part of an evaluation, procedures used to administer assessments and other instruments must comply with the requirements of §504.
Decisions regarding the child must be made by a group of persons who is knowledgeable about the child, the meaning of the evaluation data, possible placement options,
Has a right to periodic evaluations – Every three years (Could be more frequent)
The parent has the right to be notified by the District prior to any action regarding the identification, evaluation, or placement of your child.
Parents have the right to examine relevant documents and records regarding your child
Parent has right for due process
District Obligations to Comply with Section 504
Ensure behavior in question is not a manifestation of a student’s disability during disciplinary proceeding
Examples: A student getting in trouble for overactive behavior after
taking asthma medication A student with ADHD getting in trouble for impulsive behavior A student who gets in trouble for being late due to a physical
disabilityNote: Students with disabilities cannot be suspended for more
than 10 daysConsidered a change of placement
District Obligations to Comply with Section 504
Other Impairments that are Covered by Section 504
Temporary Impairments Less than Six Months – Plan is written with end date and
automatically closes Episodic Impairments
Sickle cell anemia, Arthritis… Impairments in Remission
Cancer
District Obligations to Comply with Section 504
Eligible No Plan Student has impairment where a “major life activity” is significantly
limited, but there is no impact to the education setting Mitigating measure is effective Student is self monitoring the condition effectively
Dismissal from Section 504 No longer an impairment where a “major life activity” is significantly
limited Eligible for and Exceptional Student Education (ESE) program
Examples: Other Health Impaired Specific Learning Disabilities Emotional/Behavioral Disorder
Section 504
Questions
Contact Information: Kenneth Lyford Student Services Department 352-742-6920 [email protected]
Attention Deficit/Hyperactivity Disorder (ADHD)
Richard Branson Paul Orfalea, Founder of
Kinko's, David Neeleman,
Founder of JetBlue Airways
John T. Chambers, CEO of Cisco Systems.
James Carville Charles Schwab Katherine Ellison (Pulitzer
Prize Winner)
Mary-Kate Olsen Michael Jordan Michael Phelps Terry Bradshaw Robin Williams Howey Mandel Jim Carey Justin Timberlake Will Smith Ty Pennington
People who are successful despite having ADHD
ADHD as a Difference in Cognition, Not a Disorder: Stephen Tonti
Attention Deficit/Hyperactivity Disorder (ADHD)
Resources Intervention Central American School Counselor Association (ASCA) Florida School Counselor Association (FSCA) National Association of School Psycholgists(NASP) Florida Association of School Psychologists(FASP) American Psychological Association National Institute of Mental Health Center for Disease Control Children and Adults with Attention Deficit/Hypera
ctivity Disorder (CHADD) American Psychiatric Organization Department of Health and Human Services 2012
Health Report