By Noel Gregg PhD
Many of the literature on studying disabilities and attention-deficit/hyperactivity disease (ADHD) specializes in the desires of effortless school–age youngsters, yet older scholars with those stipulations additionally require major aid. finished and authoritative, this e-book is helping educators and clinicians navigate the maze of legislation, guidelines, and medical study on the subject of diagnostic and intervention choice making for teenagers and adults. prime specialist No?l Gregg offers transparent suggestions on the way to behavior and rfile evidence-based exams and choose applicable educational and trying out lodgings. that includes valuable case vignettes, decision-making flowcharts, and assurance of the most recent assistive applied sciences, the publication offers exact awareness to aiding scholars through the the most important transition from highschool to better schooling or vocational settings. (20100501)
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Extra resources for Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation
Several key components of the NCLB Act are significant for adolescents with LD or ADHD. For instance, the law mandates annual proficiency testing for all individuals, researchbased reading programs, and highly qualified teachers for all students. Since all adolescents with LD and ADHD are required to receive annual proficiency testing along with their nondisabled peers, issues surrounding these students’ accommodations on such measures have assumed a central role in school programming. The NCLB Act requires states to measure student proficiency in “mathematical and reading or language arts” to determine whether schools are making “adequate yearly progress” toward academic proficiency for all students, including students with disabilities.
However, before I discuss the portions of current federal legislation integral to accessing accommodations for students with LD and ADHD across secondary and postsecondary settings, I provide a discussion of some general factors influencing professional decision making, as a basis for a better understanding of the legal interpretation of disabilities. LD and ADHD: Myths or Facts? A great deal of popular mythology about LD and ADHD has resulted in skepticism about the authenticity of these disorders.
A student’s IEP team (by law) includes at least one general educator, at least one special educator, a representative of the local educational agency, and the parents. The IEP team determines, if appropriate, the need for reasonable accommodations that are consistent with federal and state guidelines. However, a student’s right to use an accommodation is not generalizable throughout his or her lifespan, or across different settings or situations. Each combination of the individual, the context, and the accountability system requires ongoing professional decision making and reevaluation.