Adolescence

Characteristics of Adolescence

Self-consciousness

Freedom and Independence

Rapid Physical Changes

Developing Sexualtiy

Peer Pressure

Characteristics of Adolescents with Learning Disabilities

• Passive Learning

• Poor self-concept

• Social and behavioral problems

• Attention Deficits

• Lack of motivation

Reasons Why Students with Learning Disabilities Leave High School

% of LD Adolescents49.7%

10.8%

0.5%

21.3%

17.7%

100.0%

Reason for Leaving SchoolHigh school diplomaCertificate of CompletionReached maximum ageDropped out of schoolStatus unknown

Total

?

Problems Faced by Adolescents with Learning Disabilities

2. Generalized failures and below-average performance in content-area courses such as

1. Severe deficits in basic academic skills such asreading,

I Luv Mommi

spelling, and math.

Science

science,

Social Studies

social studies,

Health

and health.

Problems Faced by Adolescents with Learning Disabilities

Deficient work-related skills, such as in listening well in class, taking notes, studying, and taking tests

Problems Faced by Adolescents with Learning Disabilities

Inadequate interpersonal skills

Inadequate interpersonal skills

Inadequate interpersonal skills

Inadequate interpersonal skills

Inadequate interpersonal skills

Problems Faced by Adolescents with Learning Disabilities

Passive academic involvement and a pervasive lack of motivation

Placement of Adolescents with Learning Disabilities

Educational Environment

Regular class

Resource room

Separate class

Other placements

Percent of Adolescents with Learning Disabilities

41%

40%

18%

1%

Total 100%

Curriculum Models for Serving Adolescents with Learning Disabilities at the Secondary Level

• Basic Skills Instruction

• Tutorial Instruction

• Functional Skills Instruction

• Work-Study Programs

• Collaboration Programs

Components of Effective Secondary Programs

Intensive Instruction in Reading and Mathematics

Explicit Instruction in “Survival” Skills

Successful Completion of Courses Required for High School

Graduation

The Transition Plan

1. Current levels of performance

2. Interests and aptitude

3. Postschool goals

4. Transition activities

5. Designate responsible persons

6. Review

• IDEA 1997 has several new requirements that address transition (PL 105-17). The law requires that:

Transition Legislation

1. Beginning when the student is age 14 and then updated annually, a statement of transition service needs that focuses on the student’s existing program or courses must be written;

2. Beginning at age 16, a plan for specific transition services, including interagency responsibilities, must be created;

3. Beginning at least one year before the student reaches the age of majority, he or she must be informed of his or her rights.

Requirements of the law

The law views transition as a set of activities that are based on the needs of the individual student and that are designed to prepare the student for the years beyond secondary school. To ensure that the student completes secondary school prepared for employment or postsecondary education, as well as for independent living, IDEA 1997 requires that an individualized transition plan be written for students with disabilities beginning at age 14 as part of the IEP (Individual Education Plan). Many school districts use an attachment to the student's IEP to indicate transition goals and activities designed to meet those goals. Other schools develop a separate individualized transition plan (ITP).

Requirements of the law

Educational Rights

1. Right to Education

2. Right to an Appropriate Evaluation and Classification

3. Right to an Appropriate Education

4. Right to an Appropriate Placement

5. Right to Related Services

6. Right to Extended School Year

7. Right Not to Be Expelled

Top-Down Approach to Curriculum DevelopmentAreas of adult functioning that

Adult Domains require minimal degrees ofcompetence and independence

Events or activities typically

Major Life Demands encountered by most adultsin everyday life

Specific competencies of local

Specific Life Skills relevance needed to performmajor life demands

Curricular considerations for

Organize for teaching life skills - function

Instruction of educational setting

Adulthood Implications of the Transition Process

School-basedactivities

Family-centeredactivities

Self-initiatedactivities

Knowledge,Skills,

Service,and

Supportsneeds

DemandsOfadulthood

Personalfulfillment

Accommodations for College Students

• Extending time to complete program

• Adapting the method of instruction

• Substituting alternative course for required course

• Modifying or substituting for the foreign language requirement

• Allowing for part-time rather than full-time study

• Modifying examination procedures

• Providing audiotapes of student textbooks

• Providing note takers to help students with lectures

• Offering counseling services

Accommodations for Students

Medications

First-Tier Medications: Psychostimulants

• These medications are usually tried first. As the most widely used type of medication prescribed for attentional and hyperactivity disorders, they are very effective for most patients. More than 75 percent of individuals with ADD improve with psychostimulants. The psychostimulant medications include Ritalin, Dexedrine, Cylert, Adderall, and Concerta.

First-Tier Medications

• Research on ADD/ADHD suggests that the psychostimulant medication affects the brain in these individuals by increasing the arousal or alertness of the central nervous system.

First-Tier Medications

• It is thought that these individuals do not produce sufficient neurotransmitters—chemicals within the brain that transmit messages from one cell to another across a gap, or synapse—and that the psychostimulants work by stimulating the production of the chemical neurotransmitters needed to send information from the brain stem to the parts of the brain that deal with attention. The psychostimulant medications appear to lengthen the children’s attention spans, control impulsivity, decrease distractibility and motor activity, and improve visual-motor integration.

First-Tier Medications

• The duration of effect for Ritalin and Dexedrine is three to five hours. Consequently, unless a second dose is taken during the school day, the effects of a morning dose of either of these two medications will wear off during the course of the day. The psychostimulants Cylert and Adderall are taken in one daily dosage, and their effects are long-lasting. Concerta, a newer medication which contains Ritalin, is purported to last eight to twelve hours because it is released throughout the day.

First-Tier Medications

Second-Tier Medications: Antidepressants and Other Medications

• As noted, about 75 to 85 percent of children with ADD/ADHD show general improvement with psychostimulant medications. For those who do not improve, second-tier medications, antidepressant medications (Norpramin, Tofranil, Elavil, Prozac, Pamolar, and Wellbutrin), can be used. Also, an antihypersentive medication (clonidine) may be prescribed.