Chapter 8

Important Considerations

• The ideas that are mentioned in the textbook, aren't just applicable to students that are considered special education, they can be helpful for many different students (Page 239)
• Educators should NEVER "diagnose" or suggest a diagnosis to parents that their child has ADHD, if the parent asks, the teacher can suggest seeing a pediatrician (Page 243)

Section 504

• The biggest goal of section 504 is to make sure there is no discrimination against students that are considered functionally disabled. Students that are considered functionally disabled are entitled to accommodations (Page 239)
• Functionally disabled is a student who is considered having special needs but doesn't meet the requirements to receive services (Page 239)

ADHD

• Predominantly inattentive ADHD includes the students that tend to daydream, but they don't actually move more than other students (Page 243)
• Predominatnly hyperactive-impulsive ADHD includes the students that physically move much more than their peers and act before they think (Page 243)

Executive Functions

• Working memory is remembering what tasks need to be done and how much time you have to do them (Page 244)
• Self-directed speech is the silent talk you speak to yourself that help you manage complex tasks (Page 244)
• Control of emotions and motivations includes the ability to calm yourself down when you come into contact with a frustrating situation (Page 244)

Executive Functions Cont.

• Control of emotions and motivation includes the ability to calm yourself down when you come into contact with a frustrating situation (Page 244)
• Reconstitution is the ability to combine skills across a lot of areas (Page 244)

Challenges faced by students with ADHD

• Rejection from peers (Page 245)
• Low self-esteem (Page 245)
• Conflicts with parents and/or teachers (Page 245)
• Feeling demoralized (Page 245)