Jimmy: Attention Deficit Hyperactivity Disorder

Purpose

The purpose of the Attention Deficit Disorder (ADHD) video is to bring awareness about the disorder and to give a voice to people who live with the disorder as well as their families.

Essential Points

Inattention. Jimmy drifts off during conversations. He said it is like “I go back in my mind.” He also tells the interviewer drifting off happens a lot in school. Later in the interview, Jimmy did not immediately answer the interviewer. Jimmy told her that his mind “went” and a “cartoon just popped in” his head.

Impulse Control Difficulties. When the interviewer asked Jimmy if he moves around a lot, he told her that he does not. His mother laughed a little after he said it. From the start of the interview until this point, Jimmy was in constant motion. He could not sit still. His actual behavior compared to his own idea of his behavior was significantly different. He does not realize that he is in constant motion. When asked about his restlessness, Jimmy does say that it is worse when he has to sit still.

Affects of ADHD on Education. With Jimmy, he does well in school if he is on his medications. However, it is very difficult for Jimmy to get on a routine and schedule. Though he is disorganized, Jimmy has a good memory while he is paying attention. Jimmy does well with math facts and bulleted lists. Jimmy’s mother said that the increased ticks, which are the side effects of the medication, is a good trade-off for his homework being easier. However, Jimmy does admit that he looses things often, but he also eventually finds them. He also says that sometimes he leaves things at school that is supposed to come home, such as homework. Jimmy also said that it is difficult for him to transition from one activity to another. He told the interviewer that it is difficult to do large projects, and writing is the hardest part of going to school. According to Jimmy, copying information goes pretty fast, but writing takes a long time if it is his own ideas. His mother said with the help of an occupational therapist, Jimmy’s handwriting went from being illegible to legible.

Social Implications. Jimmy admits to having problems with his social skills. He tells the interviewer that he often cuts into conversations; interrupts people when they are talking, and speaks so fast people do not understand him. Jimmy does say that he can slow down his speech when the fast pace is brought to his attention. He says that he often becomes obsessed with things, such as Lego’s. Jimmy states that his friends let him know when he is becoming obsessed, and they let him know he needs to do what they want to do as well. Jimmy told the interviewer that he has told his closest friends that he has ADHD, and they understand why he acts as he does.

Affects of ADHD on the Family. In the video, Jimmy relies on his mom quite a bit. She often answers for him, or repeats the question if he does not understand it. She gives him cues to quit fidgeting, such as a light touches on his arm. Because Jimmy is so disorganized, he depends on his mother to keep up with his things. She prepares his backpack for school the next day. She tells the interviewer that Jimmy is forgetful, but he is also easily directed. He and his mother have to work together. She tells the interviewer that having a name helps a bit, but she does not want it to be used as an excuse for his behavior. She says that he has no problem sleeping, but she is concerned about his decrease in appetite, which is another side effect of the medication. Jimmy’s mother says he does not eat lunch. Therefore, she has asked him to at least drink milk at school, and she makes him a large breakfast. Another concern she has is having Jimmy on medication. She said she does not want to have him on medications, but she knows it helps him to learn skills he needs for the future. Jimmy’s mother also states that they have to work as a team, and they have found a balance. The interview closes with us learning that Jimmy’s ADHD is not only exhausting for Jimmy, but it is exhausting for his mother as well.

Application of the Essential Points

I feel this video will help me to be more considerate to the needs of my students with ADHD. Because of this video, I plan to study a bit more on effective redirecting techniques for students with ADHD. Because of my nephew with ADHD, I could relate to Jimmy’s mother. However, I never realized how much Zachary could and could not control until I watched this video. Now, I know that Zachary is not just ignoring me. He is most possibly drifting off because the activity we are involved in is not stimulating enough. Therefore, I will have to find ways to keep my students with ADHD, like Zachary, from not blanking out in the classroom. Now that I have heard from Jimmy that sitting still for long periods of time, I plan to find ways to get the students up and moving in the classroom to try to keep them focused.

Personal Reaction

I liked this video, because showed me a picture of how ADHD looks. It was rather interesting that Jimmy said that he does not move around a lot, and as he said that, he was fidgety. I feel it is important that the educator should know what ADHD looks like. Many students with ADHD are like Jimmy. Many of them do not realize that they are fidgety, talking too fast, or not paying attention. I found myself a bit concerned about Jimmy’s dependence on his mother. I feel he could benefit from self-organization techniques, such as assignment sheets.

A Review of “Beyond F.A.T. City”

Lavoie, R.  (Writer), Allen, D.; Vettel, N. (Producer). (2005). Beyond F.A.T. City. [Motion Picture]. United States: PBS Video.

The purpose of this video was to reinforce what the viewers of the F.A.T. city video and the participants of the F.A.T. City workshop learned. This video also served as a tool to teach about the changes in special education since the late 1980s. Although the first video was designed to “create sensitivity” and to “make teachers to want to know how to help these kids.”

It is important to know that children with learning disabilities need to be treated fairly. As Mr. Lavoie stated, “There is nothing so unequal as the equal treatment of unequals.” It may seem that children with learning disabilities get special treatment. However that is because children with learning disabilities need special treatment. Most often these children are asked to do schoolwork that they are not ready for. This leads to tension and conflict between remedial and compensatory education. In remedial education, the children work on and are taught skills that they do not have. In compensatory education, their work is modified to where they can understand it better. Both types of education are good, but they should work in tandem with one another. For instance, making modifications so the information is accessible to the student only treats a symptom of a bigger problem. With books on tape, the student may be listening to and understanding the tape; however, they still cannot read. Children with learning disabilities are not lazy they want to learn, but do not believe that they can do it; therefore, they give up.

As educators, it is important for us to remember several things about students with learning disabilities. You should never make assumptions about your students. They often get confused because they do not have any background information on the task that they are having difficulty with. Children with learning disabilities may seem that they have behavioral problems; however, they may just have a need for attention. If you feel that the child is acting up for attention, then give them the attention. Children with learning disabilities also have a hidden handicap. The rest of the world has great difficulty understanding that an attractive looking, well-groomed individual may have a learning disability. When an educator is dealing with an adolescent, adolescence is the most difficult time of these children’s for various reasons. First, as a teen, students are expected to succeed in several different areas. Second, this is the only time in a person’s life that “different=bad.” Third, this is the first time in life that people realize that they will never be much different than they are at this point in their lives.

Children with learning disabilities struggle in many areas that were not previously discussed. Due to research, more is known about learning disabilities than ever before. These children often have difficulty with social contracts. There is a direct correlation between the comprehension of reading and math skills and the comprehension of social skills. Their inability to develop social skills leaves the children with many social struggles such as isolation, rejection, and ridicule. Normally children with learning disabilities consider anyone who does not make fun of them their friends.  Another area children with learning disabilities struggle in is that of performance inconsistency. This means that they may be able to complete a task one day, but unable to complete the task the next. Kinetic melodies are usually not developed for children with learning disabilities. Although they are walked through a task every single day, it is like they are doing the task for the first time.

 “When elephants fight, it’s the grass that gets trampled” (African Proverb). As an educator, it is very important to remember families of children with learning disabilities are constantly in crisis mode. The disabilities affect everyone in the family, even the siblings. The parents of these children may agree on everything, but the child with learning disabilities. They may feel that it is them “against the world.” It is also important to change the multidisciplinary teams to trans disciplinary teams, where all points are taken into consideration and woven together. When addressing behavioral problems, it is important to remember that children with learning disabilities rarely respond to punishment, and they may not understand how their voices and body languages change the message of what is being said.

Each child with learning disabilities is different from the next; they are different from children without learning disabilities as well. Therefore, there are different approaches to teaching these children, as well as different ways to reach them. There are about 100 different symptoms to learning disabilities. One child can have anywhere from eight to twelve different symptoms. Not all children have the same cluster of learning disabilities; therefore, there is no set way to teach a child with learning disabilities. Though competition is often looked at a positive way to motivate children, it will not motivate a child with learning disabilities. After all, only children who believe that they have a chance of winning will compete. These children also need to believe that it is okay to take risks. Even if they do not succeed, it is okay, and we need to be sure to teach them this. It is important to recognize that these children are often the victims of bullies. Many children with learning disabilities have been picked on their entire lives. These children are normally happy children until they enter school. Once they enter school, their spirits are crushed. School is where children spend the most of their days.

I liked this video because it touched on ground that was not touched on in F.A.T. city did not touch. This was due to the first video being almost twenty years old. There has been a great deal of research on learning disabilities in the last couple of decades. Today, we know a lot more about children with learning disabilities. It was interesting to hear him speak of a technique that I use with my son. However, I never thought to use pictures to get him to clean his room. We use it for other routines, such as morning grooming routines, making toast, etc. I also noticed that the way that Lavoie spoke about children with learning disabilities in this video differed from the prior. Instead of calling the children learning disabled, he referred to them as children with learning disabilities. He also stressed that it is not “the child is a problem,” but it is “the child has a problem.”

This video will help me to better understand how to help these children. I always need to remember that I will never know what is like to be a person with a learning disability. I will never know the hardships and obstacles children with learning disabilities must overcome every day. However, I know I can relate to the parents of children with learning disabilities. I should also give them room and listen to them, because every learning disability is different. What may work for Damien may or may not work for another child with learning disabilities. These two videos have opened my eyes and given me more insight into the lives of people with learning disabilities.

Beyond F.A.T. City
Exec producer – Niki Vettel, Dennis Allen
Washington D.C. production
Boston, MA production
Director – Bob Comiskey
Date – 2005
Editor – Scot Broderic

A Review of “How Difficult Can This Be?” The F.A.T. City Workshop

Lavoie, R.  (Writer), Rosen, P. (Producer). (1989). How difficult can this be? The F.A.T. City
Workshop. [Motion Picture]. United States: PBS Video.

The purpose of this video was to teach people who often deal with children with learning disabilities what it feels like to be learning disabled. It also gave some insight into many misconceptions about learning disabilities.

Those with learning disabilities are not mentally retarded/impaired; emotionally disturbed, modality deficient, or those will little opportunity to learn. Learning disabilities are not just a “school problem.” They are struggles that affect every aspect of those with learning disabilities’ lives. These people deal with frustration, anxiety, and tension every single day. They are not out to mess up a teacher’s class, or to cause problems for their families at home.

Because children with learning disabilities have trouble processing information, the regular pace of a class may be too fast for them. When asked a question, immediately the mainstream children begin to process the answer; however, the child with a learning disability is still processing the question. The result from this the child may seem disruptive in the classroom. If you know that the child has difficulty processing the questions, try to work out a system that they may be comfortable with. If you call on the child, try to make sure that you are asking a question you are sure the child can answer.

Before discussing some of the basic types of learning disabilities, it is important to understand there is a difference between distractibility and short attention span. These problems are extreme opposites. A distracted child pays attention to everything and cannot focus anything out. They often have too much stimuli to concentrate. A child with a short, little, or no attention span pay attention to nothing. Many children with learning disabilities have problems with visual perception, as well. They can see what they are looking at, but cannot bring meaning to it. As a result the child needs direct instruction from a trained, experienced teacher. Similarly, children with auditory and visual capability difficulties often need to hear the instructions instead of reading them or vice versa. There are also disabilities that cause reading to be difficult. Children with visual learning disabilities may confuse letters like p d b q for one another. All four letters contain the same strokes, but are spatially oriented differently. Problems with spatial orientation can cause great confusion for the child. Many children with learning disabilities also have trouble with reading comprehension. Most reading comprehension is taught by vocabulary. It is important to know that reading comprehension has less to do with vocabulary knowledge, and more to do with the person’s background. Many people with learning disabilities may have difficulty with eye-hand coordination. Because there is a problem with the processing of the information in the child’s brain, the child may be getting mixed messages from their brain. Difficulty with the storage/retrieval process causes dysnomia for everyone about two to three times a day. This is what many of us know as the “tip of the tongue” syndrome. Children with learning disabilities can experience this problem hundreds of times a day. For them speaking and/or listening are cognitive tasks (only one can be performed at a time) not associative tasks (many can be performed at a time).

There are several effects of learning disabilities. They cause can anxiety, frustration, and tension, all of which affects performance. Therefore, those with learning disabilities are often unable to get the correct answers. When we begin to accept the answer, “I don’t know” from these children, we are setting the child up to give up. They begin to hide and believe, “If I can’t see the teacher, the teacher can’t see me.” As humans, it is natural for us to look away from stimuli that cause anxiety. Most often, children with learning disabilities will not volunteer to answer questions. This is a learned behavior, which is not the result of the fact they do not like surprises. If they get no recognition or positive reinforcement when they do something correct, they will not be willing to take the risk. Another problem that arises with children with learning disabilities is how their perceptual problems can affect their behavior. Children with perceptual problems may get in trouble in school and actually not know what they got in trouble for. This is due to their inability to see things the same way people without perceptual problems do. Furthermore, children with eye-hand coordination problems normally have great difficulty writing, and writing for them takes a lot of energy.

When considering fairness, it is important to remember Kohlberg’s Stages of Moral Development. Children learn more from what they see than what they do, and morals do develop. If we tell a child with a learning disability that we want them to behave in a certain way, we must make sure that we model the same behavior that we wish them imitate. It is also important to remember when considering fairness, everyone must get what they need. What everyone needs is not always the same thing. A teacher or parent should never think that being fair to the child that has a learning disablity is not fair to the other children. It is not about the others; it is about the child with learning disabilities.

This video helped me to learn what it is like to have a learning disability. When the presenter showed the pictures of the woman and the cow, I did not see either one of them. With the cow picture, I saw a man’s face in the top right hand corner, and a man with a heavy coat on and his back turned to the camera in the lower left had corner. In the picture “Vanity,” I saw a skull too. This literally opened my eyes to the effects of difficulties with visual perception. Earlier in the video, I had trouble thinking of answers when the presenter kept asking questions at a fast pace. I could not keep up and got frustrated. I feel it is a very good video not only for future educators, but also for future parents.

I can use the information I learned from the video in both the classroom and at home. First, I need to remember that a child with a learning disability has to deal with the difficulties he has day in and day out every, single day. I need to remember that the “greatest gift” I can give a child with learning disabilities is time. For instance, a demand question/answer session with a child with learning disabilities can be frustrating, and often causes a great deal of anxiety and tension. I need to remember to give the child an ample amount of time to answer the question. Or work out a system for the child to help them know when they are going to be prompted for an answer. I need to remember that these children often do not understand what they have done wrong if they have perceptual difficulties. I also need to make sure that I do not react with children with these difficulties in the following ways: tell them to look harder, bribe them to get an answer, threaten them by telling them that I will take privileges away, and never blame the student for their behavior by telling them they are not trying hard enough. I should never put a child with learning disabilities under pressure because it does not help. I should not tell them that the task they are struggling with is easy or ask them rhetorical questions. I should try to combine my lesson plans with both written and visual aids and directions so that all of my students will be able to understand.

It’s So Much Work To Be Your Friend

1. What was the purpose of the video?

The purpose of “It’s So Much Work To Be Your Friend” is to bring awareness to parents and educators of how much more important social connections are to the future happiness of special needs children than education.

2. List and describe five (5) major points from the video:

Children with special needs are less likely to have meaningful relationships with their peers. For many this problem stems from their inability to act appropriately in public. Not being able to appropriately act in public is closely tied to the inability to solve social problems, and it can cause the child to be isolated and rejected by their peers. Furthermore, children with special needs may over react to minor social problems. Without peers and appropriate public behavior, children with special needs are less likely to be asked to join activities that other children may.

The social problems children with special needs have may be due to their inability to understand timing and staging, affective match, social memory, social prediction, and social relevance. Many have problems with timing and staging. This means they do not understand that making friends is a process, and it takes a lot of time to make a friend. They often tend to rush relationships with their peers, which tend to push their peers away. Another way children with special needs push peers away, is many of them do not know how to match their emotions with the situation around them. When a child laughs or smiles when the situation does not call for such emotions, the child’s peers may feel the child is awkward. Matching emotions is closely tied to not being able to predict how their own behavior affects the people around them. Also, many of these children often do not remember people’s likes and dislikes, which may cause them to offend people. Another way children with special needs may offend others is many of them often do not understand social relevance. For instance, when most people walk into a room they have not been in before, they observe the room to gain an understanding of the people, place, and purpose of the room. Many children with special needs may not understand the social situation. In other words, they will treat an arcade the same as they would a classroom.

Part of the reason that children with learning disabilities doe not understand social situations is due to their inability to understand paralinguistics. Only about seven percent of communication is done through verbal language, and the other ninety-three percent is done through non-verbal language. For the majority of the population, we understand the non-verbal language therefore our mental stability is not questioned.

Unfortunately, children with special needs’ mental stability is often called in question, because they do not understand one or all four of the areas of non-verbal language, kinesics, proxemics, vocalics, and artifactual systems. Kinesics is how we use our bodies to communicate; it is the gestures that we may use to get our point across. Many children with special needs cannot pick up on these gestures. Therefore, they do not understand when a person has their hands on their hips that they are serious or may be angry. If the children do not understand proxemics, they do not understand how the use of space communicates to people. This problem may vary from culture to culture, because proxemics varies from culture to culture. For most people in the United States, there are four types of space: public, social, personal, and intimate. However, for children with special needs, they may inappropriately utilize proxemics. Often, they may inappropriately encroach on another’s social and personal space. This can cause major problems for children with special needs. For instance these children are more vulnerable to molestation and to become molesters. Another significant problem to children with special needs is they may not understand vocalics, which is how the tone of voice changes what we say. The problems that may arise is punishment for the way they say things, or punishment because they do not understand the emotion behind what other people say. Similarly, children with special needs do not understand what artifactual systems, or the way we dress, say about a person. Unfortunately, they may inappropriately dress for the weather, occasion, comfort, activity, style, age, or gender.

The most powerful part of this video is explaining how important reputations are to all people. Unfortunately, since many of the children with special needs are raised with their classmates, their reputations are often ruined by the time they leave elementary school. The children with learning disabilities that have problems with timing and staging as well as paralinguistics will have difficulty with social contracts, or their social expectations. This turns into destruction of the child’s reputation. Because reputations are permanent, other children may not want to be friends with children with special needs. Lavoie suggests that teachers intervene by rewarding the class for what the child with a learning disability does well, rather than punishing the class for the mistakes the child has made. Changing the way the child with special needs is treated by the teacher can change the dynamic of the classroom and possibly begin to repair the child’s reputation.

The best gift we, as educators and parents of children with special needs, can give the children is the gift of social competence. First, the child with special needs should be taught how to determine who their friends are. The child needs to be encouraged to seek out hobbies that will put them in social situations. The child needs to be taught social information, such as how to act in a line, or what certain symbols mean. We need to learn how to talk to the child with special needs. When a child says something about the way they feel reflect that emotion back to them so they understand ‘I felt like I wanted to hit someone’ means ‘oh, you were mad.’ When the child makes social mistakes, we need to work on only one problem at a time. Do not correct every mistake they make, but correct only one mistake at a time. We should give them a friendship test so they understand that ‘friend’ does not mean, ‘someone who does not pick on me.’ From social competence, children with special needs can develop social skills, which can prevent them from being shunned by other children.

3. Summary reaction: What were your thoughts and feelings regarding the video?

I enjoyed watching this video because it brought me a better understanding of how important social skills are to children with special needs. As a mother of a child with special needs, I know how important it is for educators to understand the stress the families of these children as well as the children themselves are always under. In this video, Lavoie brought these issues out into to the open. As a future educator, this video has brought me to a better understanding of how important the social skills are for children with special needs. I feel the video is the perfect tool for teachers to help them understand how they treat the class because of the child with special needs can permanently effect and damage the reputation of children with special needs.

4. Application. How will you apply the information you learned to your classroom and other areas of your life?

Before watching this video, I never thought of classmates as family. Now, I do. I like Lavoie’s idea on rewarding the class for what the child with special needs does well instead of punishing the class for the mistakes the child with special needs makes. I like the idea that by doing this a teacher can help to repair the reputation of the child with special needs. This reward system is something I will consider to use in my classroom.

More personally, I also realize how important those social relationships are for children. I have always thought that Damien is perfectly happy being alone, because he says he prefers to be alone. Therefore, I rarely have pushed him to make friends with other children. After watching this video, I talked to some friends of mine, whose children have autism. We all like the idea of using bowling as a way to give our children something they can excel at, as well as using it as a method to make new friends. One of the physical therapists at West Texas Rehab overheard us talking about it and decided she would join our bowling group, so that she can show the children how to bowl. I hope bowling is something that will help build Damien’s confidence and develop his social skills.

Sara: Mood Disorder

Personal Reaction

Sara’s story almost made me cry. I felt sad that she had been taken from her home at such a young age and then taken from the structured environment in which she was thriving to live with her father. I was a bit surprised to learn that she had been experiencing bouts of depressions since the age of seven.

Essential Points

Contributing Factors. Sara was taken from her mom at a young age because child protective services felt that her mother was unfit to care for a child. Sara lived with a foster family for four years and visited her mother on a weekly basis. Sara was about to be adopted by the foster family when her biological father was found. She was sent to live with him and her grandmother. Sara states that she missed her mother and had difficulties bonding with her father. He neglected both her and her half-sister and was put into her grandmother’s custody. Afterwards Sara was a victim of physical abuse. Sara is now living with another family (I am assuming it is a foster family), and she feels as if she is a burden on them.

What Is a Mood Disorder? Sara feels abandoned and alone. She isolates herself from people when she is down. Sara states that she often hides from people because she fears abuse. Sara had begun to cut herself because she feels like there is no way of getting out. She says that she keeps her emotions bottled up inside her; and when she cuts, she is able to calm down so she can sleep. Sara explains her mood disorder as feeling like knots inside her chest and stomach. Because of the mood disorder, Sara does not recall any pain from the cutting. She states that she had disassociated herself from the pain and the actual act of cutting. Sara stated that she did not remember cutting herself, but knew that she had done it. Though Sara no longer cuts, she says the thought of cutting is always in the back of her mind. Sara often feels as if she has no place or purpose in the world, she feels hopeless, she cannot trust people, and she has only been put on the earth to be hurt by people. After hospitalization, Sara is still unable to sleep and fights with her friends a lot. Sara often cries herself to sleep, does not eat, isolates herself, and argues with teachers. Sara gets depressed anytime she is reminded of her past or that she is alone in the world. Most holidays cause bouts of depression in Sara.

Affects of a Mood Disorder on Education. Sara has difficulty in school because she often feels the need to isolate herself in order to gain control over her moods. Because she does not have anywhere to go to regain control, Sara becomes easily frustrated and argues with and swears at teachers. When Sara is down, she silently refuses to do her work and falls to sleep in class. Sara admits that her depression causes frustration, which, in turn, causes irritability. Because of Sara’s trust issues, she has difficulty reaching out to people. Therefore, she may not approach faculty with any problems she may be having. Sara does feel that school is safe haven, and it is her favorite place to be. Sara is unsure about the future and scared about graduating from high school and going to college.

Application of the Essential Points

If Sara was one of my students, I would come to her if I noticed she was irritable. I would help her figure out a safe place that she could go so she could regain control. Because Sara has trust issues, I would try to reach out to her without causing more stress or making her feel I was being pushy. I would see what kind of transitional supports I could help Sara put into place so she is more prepared for her future. I would also reassure Sara about her future and let her know that the school she chooses to go to does have supports in place for students who have mood disorders. I would talk to the counselor to see what we could do for Sara before she leaves high school to ensure a smoother transition for her.

Ashley: Conduct Disorder

Personal Reaction

I think that this video was showed a classic example of conduct disorder. I really felt bad for Ashley because it seems that she just does not know any better. Her two older brothers have been in trouble with the law, which has caused Ashley to believe there is nothing wrong with being a criminal. Ashley also talked about her parents’ homes as Dad’s house and Mom’s house. Ashley’s home life has been so unstable that she does not act as if she has a home to call her own. I do have a problem with Ashley’s school situation. Apparently someone has told her that she is in the behavioral disorder classroom because she is a bad kid. It does not seem that her school is taking the time out to teach her behavioral management skills or coping skills. She acts as if the teachers at school do not care for her at all.

Essential Points

How a Conduct Disorder Looks. Ashley does not act as if she cares for anything or anyone but her mother, father, and little brother with Down Syndrome. Ashley knows that her behavior will have some serious implications on her future, but cannot clearly define a need to alter such negative behaviors. Ashley is said to have oppositional defiant disorder and attention deficit hyperactivity disorder, but refuses to take her medication because she does not like how they make her feel. Ashley obviously has anger issues because she states that she likes to anger with people because it is fun. She purposely picks on kids that do better than her in school and do the right thing. Ashley is selective about who she chooses to treat in a disrespectful manner; she will not pick on anyone who is slow because she knows how it makes her brother feel when others pick on him. Ashley states that arguing and fighting keeps her from feeling bored. Ashley has control issues and becomes angry if she is not allowed to control situations and people. Ashley admits that she can control her behavior if she wants to, but she doesn’t want to so her behavior gets out of hand. Ashley drinks and smokes at thirteen years of age. When beating up people, Ashley states she knows when it is getting out of hand and will stop to keep from hurting people. Though she has beat up other students, Ashley does not believe she has ever hurt anyone. Ashley says it is “kind of fun” having oppositional defiant disorder, because it lets her argue and gets her in trouble. Ashley has been arrested, is a risk taker, and believes she should “stand up to everything.” Ashley says she could care less if she gets arrested. When Ashley is acting unruly she does not think about the negative consequences of her behavior until she gets in trouble.

Affects of Conduct Disorder on Education. Ashley does not go to school because she has been expelled for fighting. She says that she wishes she were a “goody two shoes,” so that she could do her homework, do good in school, not fail, and stay out of behavior disorder classes that are for bad kids. Ashley starts arguments with teachers because she becomes bored and wants to have fun. She does not like being out of school because she misses her friends and is very bored at home. Ashley states that she wants to be able to go back to school and be a good kid so that she can graduate and go to college. Ashley states that she does wants to be a pediatrician or a veterinarian. Ashley does not believe that anyone can do anything to help her and that no advice from counselors has been helpful. Ashley is most likely far behind her classmates in school.

Social Implications. Ashley does not seem to have a close relationship with her brothers. Ashley acts as if she is angry with her two older brothers. She states that it is their own fault for ending up in jail. However, she is close to her brother with Down syndrome. Ashley states that she defies her parents’ rules and feels bad when she upsets them. She, however, shows little remorse for hurting others. Ashley does state that she has friends in school and she misses them very much. Ashley is defiant to all authority figures in her life. She states that her six counselors are useless and she never listens to a word they say. Similarly, Ashley ended up arguing with the police officer who came to question her about the windows she broke in the building next door to her home. The argument was the reason for Ashley’s arrest. As noted before, Ashley does not show respect to her teachers at school. Not only has she argued with them, it came out in the session that Ashley had hurt one in the fight that got her expelled from school. Ashley has inappropriate peer relationships, due to being placed in a classroom with only students with behavioral problems.

Application of the Essential Points

I feel this video will help me to understand how much of a difference teachers can make in a student’s life. Students like Ashley need, more than any other student, to have someone who really believes in them. If students with ODD/ADHD combination feel like no one cares and everyone has given up on them, then they will act out. Therefore, I hope I can be that one teacher that believes in them. I know that having students like Ashley in the classroom is going to be a challenge and hope that I will be able to be a positive role model in their lives. What I learned most from this video is to not argue with a student in the classroom. If I am having a problem with students like Ashley, hopefully I will be able implement the strategies suggested by Geoff Colvin in his video.

Chandra: Anxiety Disorder

Personal Reaction

I felt the video was very informative, and allowed me to see what depressive disorders might look like in a student. However, they spoke very little about anxiety, and I felt this was a better case for discussing depressive disorders than anxiety disorders. I know how anxiety attacks look for me, but I would have liked to learn how an anxiety attack might look in another individual so that I may understand what to look for in students.

Essential Points

What is Anxiety Disorder? For Chandra, anxiety disorder is a reaction to her extreme depression. She states that her anxiety disorder first showed up shortly after 9/11 when she was in the eighth grade. Chandra exhibited extreme depressive episodes that resulted in uncontrollable crying. She stated that she soon became isolated and would lie on the couch, eat and sleep. Chandra also stated that she often felt lost, alone, and paranoid that others were speaking about her. When Chandra began to feel down, she started cutting on herself because she felt a release. The episodes of cutting attributed to mixed feelings of happiness and pride, but also guilt. Chandra said that sometimes she not only felt depressed, but she also began to feel numb, which would lead to more cutting. Chandra also stated that she began to feel physiological responses to the bouts of depression such as stomachaches and headaches. Chandra also stated that her parents have a history of mental illness. She said all of her maternal relatives have been diagnosed with depressive disorders, and some of her paternal relatives have been diagnosed with bipolar disorder, attention deficit hyperactive disorder, anxiety disorders, and schizophrenia.

Affects of Anxiety Disorder on Education. Chandra’s grades suffered as a result of her disorder. She was no longer a good student or a popular student. Chandra stated that public school was too overcrowded, which added to her anxiety. At public school, Chandra felt lost and alone, and she spent most of the time crying in the restroom. Because teachers did not understand her disorder, they began to treat her differently and ignore her. Chandra spent a month and a half out of school, which means she was behind her peers. Chandra’s inability to thrive in the public school setting led to placement in a special school for students with mood disorders. Chandra states that her grades are much better and she is the president of the student council for the second year. Coping skills have been placed directly in Chandra’s individual education program, which gives her the opportunity to learn how to deal with stressful situations.

Social Implications. Chandra social life was affected by her depressive/anxiety disorder. When she first began to show signs of the disorder, Chandra’s friends stopped talking with her. She states that she knew the reason is that her cutting scared them. Other students it the school began to treat Chandra as if she were a freak. Chandra began to become isolated in her school, even the teachers failed to be socially active with her. Chandra felt tremendous amount of guilt for the affects her behavior had on her family members. She states that her brother was confused and scared for her. However, he first felt that Chandra was faking. Now that he understands the disorder, her brother is a source of support, and he is nicer and speaks with her more. When Chandra is down, her brother helps her and makes things for her. Chandra’s parents both have mental illness. Due to the stress of having to deal with their own illness, Chandra felt her problems overwhelmed them. She does state, though, her understanding of her own illness helped Chandra to begin to understand her parents’ mental illnesses. Chandra states that she now has a lot of friends who are supportive and understanding of her difficulties, because they too have mood disorders.

Application of the Essential Points

I feel this video will help me to understand that some children in my classroom may not be able to control depressive moods or behaviors. I have learned that I need to not isolate these students from the classroom. Instead, I should let them know that I am there for them, and they are not alone. Hopefully, treating students in a manner that I would wish to be treated would help them keep from feeling a sense of abandonment and isolation. I will be sure to watch for signs of depression and anxiety in my students so that I may be able to be a source of support for the student.

A Review of: The Adventures of ARD Man: Seven Steps Toward Effective ARD Meetings

????, ???. (Writer), ???, ???. (Producer). (1999). The Adventures of ARD Man: Seven Steps Toward Effective ARD Meetings. [Motion Picture]. United States: Texas School Administrators Legal Digest.

Purpose

The purpose of the ARD Man video was to teach parents and adult students of their rights when it comes to the ARD meetings. It was also to teach ARD committee members of the rights of the parents and students, the order that the ARD must be held, and the rules and regulations regarding the ARD.

Essential Points

Membership of the ARD Committee. One of the major points from the video is the membership of the ARD committee. There should be at least five committee members at the ARD. The committee members include at least one of the child’s regular education teachers if the child is participating in the regular education environment. At least one of the child’s special education teachers or providers must be present. A representative of the public agency (administrative representative). Someone who can interpret the instructional implications of the evaluation results must be present. The other committee member is the parent(s) of the child. The student may attend the ARD and is required to attend the ARD after the age of fourteen if the committee will be discussing the plan of post high school transition. The parents can invite anyone they may feel helpful to the ARD as well. For instance, if the parents wish that a specialist, advocate, case manager, or expert on the child to attend, their presence must be accepted by the rest of the ARD committee. The school may also call in experts or specialists; however, they must first notify the parent if they choose to do so. If the school cannot get the parents to attend the ARD meeting, then the rest of the committee may hold the ARD without them.

Importance of The Assessment Data. Another main point that I found in the video is the importance of the Assessment Data. Assessment data includes formalized testing, information provided by classroom teachers, grades, informal assessments and recommendations, information provided by parents, and information provided by outside experts. The IEP comes from all of this data and this data forms the base of the ARD pyramid.

The Order of The ARD. The ARD Pyramid (or order of the ARD) is the next main point. It is important for the ARD committee to make their decisions in the proper order. First, the committee is to carefully examine every piece of assessment data, which is the foundation for the pyramid. This is when the committee must look at the student’s present levels of performance. Next, the ARD committee builds the next level of the pyramid, or the IEP. Committee members should discuss and agree on the goals and modifications set forth in the IEP. They should also agree on short-term objectives or benchmarks for the student as well as special education, related services, supplementary aids and services, as well as program modifications or supports for school personnel. Last, the ARD committee members should agree on placement in the least restrictive environment for the student. This arrangement should give the student as much contact with non-disabled students as possible.

The Commitments. The next point that I will discuss is the commitments to ensure a quality education for the student. The district should be clear about its commitments with the parents. The parents should not leave the meeting without a promise list, which identifies specific commitments made. This list should have the commitment, the individual responsible for making sure the commitment is followed through, and the date that the commitment is to be completed. The district is bound by the ARD’s commitments listed in the IEP. The district or any member of the commitment cannot “unilaterally change the statement of special education and related services contained in the IEP. After the IEP is developed and the placement decision is made…the public agency must implement the IEP” (Letter from OSEP @ 18 IDEL R 627 (1991)). The promise list works best when the parents and the committee are at a consensus.

Consensus of The ARD Committee. The consensus of the ARD is the final main point of the video. In order to handle a non-consensus ARD, alternate method must be provided by the agency. ARD meetings are not a democracy; a majority vote cannot be used to determine the provisions set forth in the IEP. Parents may also ask for a recess if a consensus cannot be reached. The recess must not exceed ten days. After such recess, if a consensus still cannot be reached then the district can put forth an IEP that they feel suits the student’s needs. However, when the student’s behavior is a danger to himself or others, or when the student has done something that can cause him to be expelled, then a recess is not required. Though adhering to the law is important, the most important part of the ARD is to listen to what the parents have to say.

Application of the Essential Points

This video has helped me understand when I begin to teach that I must adhere to the law. When I am part of an ARD committee, I will know to make sure that everything is done in proper order. I must also remember that what I think is important is not as important than what the student’s parent(s) think is important. I should also make sure that I listen to specialists’ and experts’ recommendations when helping to construct the IEP. Once the IEP is in order, I must make sure that I follow the IEP closely. I should not change anything or discontinue any modifications unless an ARD has been called, and the IEP is changed. I must remember that it is my responsibility to make sure that the child receives all services that have been implemented. On a more personal note, I have learned when a teacher stops using the assistive technologies that are in my son’s IEP, this is a violation of his rights, as well as a violation of law. I will not plan or threaten to file a lawsuit on the teachers that have told me that he does not need what is in his IEP. However, I do know, now, how to handle situations like this, and think I will be able to make sure that he does not get left behind just because it is an “inconvenience” to the teacher.

Personal Reaction

I enjoyed this video. It was very goofy, but also informative. I feel the way the film was made, helps the viewer remember what was said and done in the video. I liked it better than the RTI video because it was quite a bit more interesting and less difficult to understand. The reason that I feel this video was easier to understand is when they would say something in legal terminology; they would then explain in English what they mean.

The Blind, the Deaf, and the Lame Summary

Yong, Amos. (2007). The Blind, The Deaf, and the Lame: Biblical and Historical Trajectories. Theology and Down Syndrome – Reimagining Disability in Late Modernity. Waco: Baylor University Press.

The author covers the references to the blind, deaf, and lame in order to gain an understanding of the historical beliefs as they pertain to people with disabilities. The Bible does not address mental disabilities. Amos Yong states dualistic beliefs in “Disability” in Ancient Israel. Yong feels the Bible draws connections between the sovereignty of God and disabilities, and people with disabilities are to be cared for just as others who are marginalized are to be cared for. In ancient Israel, people with disabilities were considered unholy and imperfect. They believed disabilities were the result of broken covenants with God, and people with disabilities were not whole and could not be included in the kingdom of Yhwh.

In the next section, “Disability” and the Early Church, the early Church believed in inclusion only after healing. They felt that Jesus’ healing of those with disabilities meant people with disabilities should be pitied, and their future is secured by God alone. Jesus’ healings also led people to believe there was a direct connection between disability and sin. Therefore, many people associated disabilities with evil. Those with disabilities were marginalized and dependent on the grace of God in the gospels. However, it can be assumed the disabilities were only metaphors for the sins of man.

The next section, “Disability” in the History of Christianity, covers how the biblical accounts affected disability. Before Christianity in ancient Greece and Rome, most people with disabilities were included. Disabilities were treated as a family/civic matter. Not much was written about mental retardation in ancient writings, possibly due to high mortality rates, and the inclusion of people with disability. The ancient god of fire, Hephaestus, was crippled, but had magical powers. Therefore, many Greeks believed people with disabilities were thought to have amazing abilities. They often believed deformities were due to sinful parents, or omens, such as broken covenants with the gods. Therefore, they believed infants with deformities belonged to the gods. However, many with disabilities were still scorned, and Aristotle said deformities were caused by uncompleted pregnancies.

In the section titled The Patristic and Medieval Periods, we learn people with mental disabilities were included. For instance, Nicholas Thaumaturgos protected the feeble minded. Zotikos cared for discarded children who were to be put to death. A few Christians opened homes and hospitals for those with disabilities. Augustine believed God made the creatures of the world diverse to “manifest his glory and power” (31). Saint Dymphna was martyred by her insane father. Because her grave was a place of pilgrimage for those with mental disabilities, her resting place, Gheel, became known for its “tradition of caring for the mentally ill” (31). Hildegard of Bingen endured physical pains led to lack of mental maturation, which led to inspiration and service. Margaret of Castello completely gave herself to god after being abandoned by her family due to her disabilities. She performed more than two hundred miracles. Teresa de Cartagena was deaf by fourteen, and saw herself as an “admirable work of God” (33). She believed disability helps develop patience and other virtues. During this period, people believed that God is the creator of all things, even disabilities, disabilities are necessary to promote holiness, and the Church should help those with disabilities.

During the reformation and the early modernity, views on disability once again changed. Luther believed that people with disabilities were “mass[es] of flesh without a soul…the devil is himself their soul” (34). Therefore he believed people should drown or suffocate infants and children with disabilities. During the Renaissance, many believed deformities were cause by demonic activity. However, Paracelsus believed fools are restored by Christ, and they are not fools in their souls, just their minds, which makes them more pure. Paracelsus also believed after salvation, there will be no disabilities. Ambroise Paré believed there were twelve causes of deformities:

1) resulting from God, intended for God’s glory,
2) emanating from the wrath of God,
3) emerging from too great a quantity of seed, or
4)too little a quantity of the same,
5) being misshapened b the imagination of the pregnant mother,
6) by the narrowness/smallness of the womb,
7) by a traumatic pregnancy, or
8) by the mother’s fall,
9) deriving from other hereditary mechanisms or accidental illnesses,
10) rotten or corrupt seed, or
11) the improper mingling/mixture of seed, and
12) being changelings of the devil (36).

Paulus Zacchias identified intellectual defects as slow learners, who can be held accountable and can marry, fools, who can marry with permission from judges, but have difficulty learning, and stupid/mindless, cannot marry and exempted from penalties. John Locke believed humans are rational creatures. Therefore, those with mental disabilities are not human and incapable of reason. They are immoral and soulless; therefore can be killed as infants.

The final section covers the three notions of disabilities according to theology:

1) disabilities occur for God’s purpose, God creates all men, and people with disabilities are here to reveal God’s glory;
2) people with disabilities must trust in God, because suffering leads to holiness;
3) the Church must care for people with disabilities through charity.

The final section of Chapter 2 covers the new vision regarding theology and disabilities is required. Patty Burt, a person with mental retardation, has shown that through her disability, she was able to sort out what she learned from others and make up her own mind about religion. In religion, we are faced with a major dilemma. If we ignore conventional theology, we dismiss the views of people like Patty Burt. However, if we embrace conventional theology, we will be weighed down with ideas ingrained in historical tradition. Therefore, to move forward, we must reread biblical texts and look deeper for the positive representations of people with disabilities. Although the biblical stories are stereotypical, they also have a redemptive quality.

Devon: Oppositional Defiant Disorder

Personal Reaction

I have never fully understood oppositional defiant disorder (ODD). Until I saw this video, I believed that people with ODD choose to act the way the do. I never before believed that people could not control their actions. However, after listening to Devon, I have come to realize that the control does not come easily to everyone. Some people have to be taught anger management techniques and other behavioral management skills so they can control their disorder. I am able to see that Devon shows remorse when he has lost control. In comparison to Ashley, he does seem to fully understand the implications of his actions and does care how his disorder affects how others view him.

Essential Points

Characteristics of ODD. Devon states that he swears too much and gets in fights at school. Devon argues with his parents and has to take medication to help him control his anger. Devon states that he does not think when he fights, he just reacts. Once he becomes angry, he pushes anything that gets in his way. He said it was like he could not control his arms and legs and they react in a way that he did not want. It has taken three teachers to hold Devon down when he is angry. He states that he does not become afraid when he is restrained and often has to be out of the sight of the person who has angered him in order to regain control. Devon knows that kids fear him and that brings him down.

Impact of ODD on Education. Devon has been expelled from his school. He is no longer able to attend the private school that he loves. He states that he misses his old teachers and his friends. Devon often reacts negatively when he is playing sports. He feels that teachers could be more helpful by providing warnings and giving him time and space for regrouping. He feels that teachers who argue with him push the issue too much and cause the problems to worsen. Devon worries about his grades and is afraid his mood disorder will prevent him from playing college basketball and being a NBA basketball star. Other students at school fear Devon, and he has very few friends.

Positive Impacts of Therapy. Devon states that he is now beginning to understand his disorder. In counseling, he is being taught behavior management skills as well as anger management techniques. Devon knows that he has choices when he is angered and knows that he should walk away when confronted. Though Devon still engages in fighting, he is able to calm down once he is pulled off of other kids and teachers. Devon does say that counseling has taught him to calm his anger by counting to ten, thinking of something else to do, or thinking happy thoughts. Sometimes Devon is able to stop his rage when prompted to stop. He does not like getting into fights and tries to forget about them, but counseling helps him to own up to his behavior, as well as helping him to get things off of his chest. Devon knows if he could control his anger, school would be much better and he would not be grounded as much.

Application of the Essential Points

I feel this video helped me to understand oppositional defiant disorder to an extent. I will probably teach students that have anger issues in my classroom to use the anger management tools taught to Devon. I would also be sure to give space to students once I realize that an outburst is about to happen. I will not push students who are being defiant and will give them space to regroup.

Response To Intervention

Purpose

This video was made to inform people of the difference between a child who may have a learning disability and a child that may be just a little behind. The videos approach was from an advocate’s standpoint. It focused on how important reading skills are, and how children who do not develop proper reading skills from an early age will remain to be behind throughout their education. The video explained the laws and how they affect those who are learning disabled.

Essential Points

I feel that importance of reading skills is a major point from the video. A child’s reading skills are very important. Children who do not develop effective reading skills by second grade may have difficulty reading throughout their education. This is why early intervention is so important to a child’s education. To teach children to read we must use the five building blocks of construction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Children who fail to reach these goals may be learning disabled.

The ineffectiveness of the discrepancy model is another main point from the video. In the past, states used the discrepancy model to determine whether or not a child was learning disabled. This method was ineffective for a few reasons. First, the intelligence quotient tests that were given were culturally biased. Children of minority groups were usually labeled as mentally retarded, because they did not do well on the exams. Next, many children with high intelligence quotients may be learning disabled, but not recognized. Last, evaluation teams had to find a great discrepancy between intelligence and achievement in one of six areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation / reasoning. The ineffectiveness of discrepancy models has led to the banning of its use throughout the United States.

Another main point is how NCLB and IDEIA work together. In 2004, the United States Congress made a law that defined the criteria for determining the eligibility of children with learning disabilities. This was the first time he federal government mandated the criteria. No Child Left Behind (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA) work together to ensure that all children with learning disabilities receive a Free Appropriate Public Education (FAPE). The way that these laws are able to work together that they share several common elements. One element is accountability for all students. Each student will be tested, even children receiving special education, within their grade level. Another element is that highly qualified teachers will teach all students. This, too, includes students receiving special education services. Yet another element is the laws recognize that all children, even those with learning disabilities are capable of learning. Finally, another element of NCLB and IDEIA is making sure that all students achieve at their expected levels regardless of their race. In areas that the majority of the students are part of a minority group fifteen percent of the school’s budget must be filtered into early childhood intervention programs.

I also felt that determining learning disability eligibility was an important point in the video. Before educators can determine which student is classified as learning disabled. By law a child is considered to be learning disabled if he or she has a disorder that prohibits their use of language skills, audio processing skills, fine motor skills, and problem solving skills. This does not include children with “…visual, hearing, or motor handicaps, mental retardation, or emotional disturbance, or of environmental, cultural or economic disadvantage…,” or children who have not received a proper education. Instruction for children with learning disabilities must be based on the “…child’s response to scientific, research based interventions…,” or may use other “research based procedures” in order to discover what learning disability the child has. Once the learning disability has been discovered, the child’s special education and instruction can be planned and implemented. Children with learning disabilities must be assessed at least three times a year in order to see if the child is progressing.

The final main point is how Response To Intervention (RTI) works. Every child must receive a high quality classroom instruction. RTI assumes that all children are receiving at least ninety minutes of reading instruction, as well as ample math and science, and highly qualified teachers. The structure is differentiated in classroom to meet a broad range of needs and core reading programs are used. Children must receive universal screening to identify level of proficiency for student in both group and individual performance. Early intervention and research-based intervention should be used to make provisions early treatment strategies. Also the student should be monitored during interventions and instruction is to be fine-tuned based on student response to intervention in more substantial blocks of time. The schools must use the 3-tier model for those who are not progressing at an expected rate, before they are referred to special education. On the tier 1 level, the child gets four to six of intervention. If the child passes, they are reintegrated into the classroom. If the child fails, tier 2 is applied. On this level the child should get eight to ten weeks of intervention. If the child passes, they are reintegrated. If the child fails, the child enters tier 3, which is a referral to special education. At this level, additional testing may or may not be necessary.

Summary Reaction

I feel this video was helpful in teaching me more about learning disabilities. It made me realize how important early intervention is for a student, especially one who is considered learning disabled. The video also taught me how NCLB and IDEIA work with one another. I feel this is very important for any teacher to learn, because the laws have made it where special education is more of the general education teacher’s responsibility. I found it interesting that the video said that we should think of all children as general education first.

Application

I will use what I learned from this video to help children who are disabled. I will also be able to use this information to help my son with his education. From this video, I have learned that I will have to make sure every student in my classroom receives a high quality education. I must understand that my lesson plans must be flexible in order to suit the needs for students with learning disabilities. It will be my responsibility to watch for inconsistencies in students’ progress and decide if a student may need intervention according to the three-tier model.