1. Table of Contents ADHD ADHD ADHD Autism Autism Autism Dyslexia Dyslexia Dyslexia

2. ADHD What is ADHD? What is ADHD? What is ADHD? What is ADHD? AD/HD or ADD? AD/HD or ADD? AD/HD or ADD? AD/HD or ADD? Types of AD/HD Types of AD/HD Types of AD/HD Types of AD/HD Tips Tips Tips Technology Resources Technology Resources Technology Resources Technology Resources Online Resources Online Resources Online Resources Online Resources

3. Autism What is Autism? What is Autism? What is Autism? What is Autism? Signs Symptoms and more... Signs Symptoms and more... Signs Symptoms and more.. Signs Symptoms and more.. Tips Tips Tips Technology Resources Technology Resources Technology Resources Technology Resources Online Resources Online Resources Online Resources Online Resources

4. What is Autism? Autism is a complex neurobiological disorder of development that lasts throughout a person’s life. It is sometimes called a developmental disability because it usually starts before age three, in the developmental period, and because it causes delays or problems in many different skills that arise from infancy to adulthood. BACK

5. Tips Tips for students Tips for parents Tips for teachers BACK

6. Signs and Symptoms Communication—both verbal (spoken) and non-verbal (unspoken, such as pointing, eye contact, or smiling) Social interactions—such as sharing emotions, understanding how others think and feel (sometimes called empathy), and holding a conversation, as well as the amount of time a person spends interacting with others Routines or repetitive behaviors—often called stereotyped behaviors, such as repeating words or actions over and over, obsessively following routines or schedules, or playing with toys or objects in repetitive and sometimes inappropriate ways, or having very specific and inflexible ways of arranging items NEXT

7. More about autism People with autism might have problems talking with you, or they might not want to look you in the eye when you talk to them. They may have to line up their pencils before they can pay attention, or they may repeat the same sentence to calm themselves. They may flap their arms to say they are happy, or hurt themselves to say they are not happy. Some people with autism never learn how to talk. These behaviors not only make life difficult for people who have autism, but also take a toll on their families, their health care providers, their teachers, and anyone who comes in contact with them.

8. Even more about Autism Because different people with autism can have very different features or symptoms, health care providers think of autism as a “spectrum” disorder—a group of disorders with a range of similar features. Based on their specific strengths and weaknesses, people with autism spectrum disorders (ASDs) may have mild symptoms or more serious symptoms, but they all have an ASD. This fact sheet uses the terms “ASD” and “autism” to mean the same thing

9. Tips for students School Preview Routines and Schedules Personal Portfolio Plan in Reverse Surveys

10. How do you learn best? What hobbies do you have? What scares or upsets you? What kind of expertise do you have (e.g., skateboarding, karate, collecting bugs, drawing)? What do you need to be comfortable in my classroom? What do you want to learn this year? What is your least favorite part of the school day? What is your favorite part of the school day?

11. Plan in Reverse Planning in reverse is most useful when working with students who need the most unique supports. Planning in reverse means looking first at “what works” and building from there, instead of looking at typical school day and asking “How will he fit in to the day or schedule as it exists?” We should think of the student's strengths, preferences, and abilities and build from there. Upon beginning the process of planning backwards first ask yourself: 1. 1.In what contexts, school situations or setting is the student successful? 2. 2.When does the student perform well? 3. 3.What opportunities does the student have to present their knowledge or understanding of age appropriate curricular materials? 4. 4.When does the student successfully interact with peers in natural, meaningful ways?

12. Personal Portfolio Students who have unique needs and abilities may want to introduce themselves to a teacher through the use of a portfolio. Portfolios may include photographs, artwork, writing or schoolwork samples, lists of favorite things, or even video or audiotapes. Portfolios can be in paper, audio, or video form, formal or informal, a few pages or dozens of pages, include only current information and artifacts or serve as a cumulative record of the student's life. One student I know keeps his formal portfolio at home and carries a four-page paper condensed copy with him at all times.

13. Routines and Schedules Some students will profit from the development and implementation of written schedules, picture calendars, or the use of a daily planner.

14. School Preview Many students with autism will profit from seeing, experiencing, and learning about the school before they show up on the first day. This is an effective strategy for students who are changing schools or for those who will be going to a certain classroom for the first time. A student can pre- view the school using many different tools. Some learners might appreciate a videotape of the school and its rooms, complete with short interviews with his new teachers. Other students like to tour the school themselves and meet teachers face to face before school officially starts. Still others may want to hear siblings, parents, or friends tell them about the school. Students may also be interested in reviewing brochures of the school, school newsletters from the previous year, and/or the school's website (if one exists).

15. Tips for parents Shopping Eating Out Safety When Out

16. Shopping To help your child get used to malls, go early before the stores open. Walk around to familiarize your child with the building, buy him a snack when the stores open, and leave. Extend the amount of time at the mall each time you go. When out shopping, praise and give your child a small reward, such as a piece of candy, for staying with you. To teach your child not to touch things when shopping, visit a clothing store or another store with unbreakable objects; tell him not to touch if he tries to grab something. To minimize wait time, buy shoes at stores that let you pick out your own shoes instead of having to wait for a salesperson. When shopping, bring a helper to keep track of your child until you are confident that she will stay with you. Tips taken from "The Child with Autism Series" by Kathy Labosh

17. Eating Out Before eating at a fast-food restaurant, go through the drive-thru and eat at home. To help your child practice sitting at the table at a fast-food restaurant, go through the drive-thru and eat in the restaurant. To keep your child seated at a restaurant, sit him in a booth close to a window and sit beside him. Bring a special activity bag that your child can play with only at the restaurant. To help your child with waiting, set a timer so she knows how long she has to wait. To teach your child to wait for his food at a fast-food restaurant, have another adult sit at the table with him while you order. Once your child is comfortable with this arrangement, have him wait with you at the counter for your order. Tips taken from "The Child with Autism Series" by Kathy Labosh

18. Safety When Out Attach a dog tag with your child’s name, your name, your phone number (preferably cell phone), and the word “autism” to the inner laces of your child’s shoe. Write out your child’s name and phone number and have him practice reciting it. Carry a recent photo of your child in your wallet in the event he wanders away from you. Tips taken from "The Child with Autism Series" by Kathy Labosh

19. Tips for teachers 1. 1.Be a team player. Recognize that you are an important part of the team of people working with this child, along with his or her parents, past and future teachers, administrators, physicians etc. 2.Be flexible. Be willing to make adaptations in your schedule, room arrangement, routines, classroom environment, and expectations, to accommodate the abilities and needs of this child. Do not view this as an imposition; rather, recognize that as it creates an opportunity for this child to succeed, it will also help the other children in your classroom to be more successful. 3.Be a good role model. The children in your class, as well as other parents and professionals, will be looking to you to see how you handle having a child with “special needs” in your classroom. 4.Continue to educate yourself. Research and experience are continually changing our perceptions of autistic spectrum disorders. 5.Accentuate the positives. Find ways to appreciate the child. Look, and give meaningful praise, for accomplishments both big and small.

20. Dyslexia What is Dyslexia? What is Dyslexia? What is Dyslexia? What is Dyslexia? More about Dyslexia More about Dyslexia More about Dyslexia More about Dyslexia Tips Tips Tips Technology Resources Technology Resources Technology Resources Technology Resources Online Resources Online Resources Online Resources Online Resources

21. Tips Tips for students Tips for students Tips for students Tips for students Tips for parents Tips for parents Tips for parents Tips for parents Tips for teachers Tips for teachers Tips for teachers Tips for teachers

22. Tips for Students The thesaurus feature with the PC is most helpful when using large words. The thesaurus feature with the PC is most helpful when using large words. The read-back feature is highly recommend on any computer for people with dyslexia. The computer can obviously "read" back items that the person has written. This way the person can hear the words he or she has written and hear the mistakes. The read-back feature is highly recommend on any computer for people with dyslexia. The computer can obviously "read" back items that the person has written. This way the person can hear the words he or she has written and hear the mistakes. Practice writing skills by utilizing e-mail features. Send email to friends weekly. Practice writing skills by utilizing e-mail features. Send email to friends weekly. Ask a teacher if it is possible to do homework on computer. Ask a teacher if it is possible to do homework on computer. For many people with dyslexia, it may be easier to brainstorm on a computer first when writing a paper. Just write freely without concern for grammar or punctuation or sentence structure. That can all be fixed later. For many people with dyslexia, it may be easier to brainstorm on a computer first when writing a paper. Just write freely without concern for grammar or punctuation or sentence structure. That can all be fixed later.

23. Tips for Parents Let them do what ever they do best -- running, skating, etc. Give them time each day to do this. Let them do what ever they do best -- running, skating, etc. Give them time each day to do this. Many people with dyslexia are non-verbal thinkers. Using objects such as clay, LEGGOS, or sand to "build" new words allows the individual to utilize his/her creative outlet and accomplish an otherwise frustrating task. They will develop mental pictures, concepts or ideas using the "hands-on" materials. Many people with dyslexia are non-verbal thinkers. Using objects such as clay, LEGGOS, or sand to "build" new words allows the individual to utilize his/her creative outlet and accomplish an otherwise frustrating task. They will develop mental pictures, concepts or ideas using the "hands-on" materials. Say "I love you" to a child with dyslexia - EVERY DAY. Often people with LD are singled out daily. Say "I love you" to a child with dyslexia - EVERY DAY. Often people with LD are singled out daily. If closed captioned television is available, take advantage of extra learning time outside of the classroom. If closed captioned television is available, take advantage of extra learning time outside of the classroom. Include their opinions in family discussions and take their suggestions to heart. Include their opinions in family discussions and take their suggestions to heart.

24. Tips for Teachers Teachers - please give the notes from your lectures to children with dyslexia or LD before class. Let them highlight the notes beforehand so that they can work harder on listening to what you have to say instead of concentrating so hard on note taking. Teachers - please give the notes from your lectures to children with dyslexia or LD before class. Let them highlight the notes beforehand so that they can work harder on listening to what you have to say instead of concentrating so hard on note taking. Please allow the child to perform oral reports verses written. Please allow the child to perform oral reports verses written. Put three lines of spaces between test questions Put three lines of spaces between test questions Compliment the child for trying something difficult no matter what the grade. Compliment the child for trying something difficult no matter what the grade. Emphasize to the child that their worth as a person is not related to their test scores or how well they did on a particular assignment. Emphasize to the child that their worth as a person is not related to their test scores or how well they did on a particular assignment.

25. What is Dyslexia? Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services. Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.

26. More about Dyslexia What causes Dyslexia? What causes Dyslexia? What causes Dyslexia? What causes Dyslexia? What are the effects of Dyslexia? What are the effects of Dyslexia? What are the effects of Dyslexia? What are the effects of Dyslexia? Is there a cure for Dyslexia? Is there a cure for Dyslexia? Is there a cure for Dyslexia? Is there a cure for Dyslexia? How do I know if a person is Dyslexic? How do I know if a person is Dyslexic? How do I know if a person is Dyslexic? How do I know if a person is Dyslexic?

27. What causes Dyslexia? The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, dyslexics can learn successfully.

28. What are the effects of Dyslexia? The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with word recognition and reading fluency, spelling, and writing. Some dyslexics manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

29. Is there a cure for Dyslexia No, dyslexia is not a disease. There is no cure. With proper diagnosis, appropriate instruction, hard work and support from family, teachers, friends, and others, individuals who are dyslexic can succeed in school and later as working adults.

30. How do I know if a person is Dyslexic? If a person exhibits several of the characteristics listed in "Common Signs of Dyslexia" and the difficulties are unexpected for the person's age, educational level, or cognitive abilities, the person should be tested by an educational diagnostician or a team of trained professionals. If a person exhibits several of the characteristics listed in "Common Signs of Dyslexia" and the difficulties are unexpected for the person's age, educational level, or cognitive abilities, the person should be tested by an educational diagnostician or a team of trained professionals. (It is important to note that the "Common Signs" are indicators, not proof of dyslexia. The only way to verify that an individual is dyslexic is through testing by a qualified examiner/s.) (It is important to note that the "Common Signs" are indicators, not proof of dyslexia. The only way to verify that an individual is dyslexic is through testing by a qualified examiner/s.)

31. Technology Resources Write OutLoud is a talking word processor for students who struggle with writing. It has a talking spell checker. Any text can be copied and pasted into the program and read aloud by the computer. It is available through the Special Education Office AlphaSmart is a portable word processor with a full size keyboard and text editing capabilities. Students can word process, save, and print from these battery operated keyboards. A variety of software programs are available for AlphaSmarts including "Type to Learn".

32. Online Resources http://dyslexiamylife.org/ http://dyslexiamylife.org/ http://dyslexiamylife.org/ http://specialneedseducation.suite101.com/article.cfm/tips_t o_help_dyslexic_students http://specialneedseducation.suite101.com/article.cfm/tips_t o_help_dyslexic_students http://specialneedseducation.suite101.com/article.cfm/tips_t o_help_dyslexic_students http://specialneedseducation.suite101.com/article.cfm/tips_t o_help_dyslexic_students Famous Dyslexic people: http://www.dyslexia- test.com/famous.html Famous Dyslexic people: http://www.dyslexia- test.com/famous.htmlhttp://www.dyslexia- test.com/famous.htmlhttp://www.dyslexia- test.com/famous.html http://www.dyslexia.com/library/classroom.htm http://www.dyslexia.com/library/classroom.htm http://www.dyslexia.com/library/classroom.htm

33. What is ADHD Attention-deficit/hyperactivity disorder (AD/HD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity. It affects between 5-8 percent of school age children, and between 2-4 percent of adults. Attention-deficit/hyperactivity disorder (AD/HD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity. It affects between 5-8 percent of school age children, and between 2-4 percent of adults. Attention-deficit/hyperactivity disorder (AD/HD) is the current diagnostic label for a condition that has been recognized and studied for over a century. Over the years, it has been known by several other names including "attention deficit disorder (ADD).” Attention-deficit/hyperactivity disorder (AD/HD) is the current diagnostic label for a condition that has been recognized and studied for over a century. Over the years, it has been known by several other names including "attention deficit disorder (ADD).”

34. AD/HD or ADD? "AD/HD” is the term now used for a condition which has had several names over the past hundred years. Science recognizes three subtypes of AD/HD (inattentive, hyperactive-impulsive, and combined). A diagnosis of one type or another depends on the specific symptoms (i.e. the "diagnostic criteria") that person has. "AD/HD” is the term now used for a condition which has had several names over the past hundred years. Science recognizes three subtypes of AD/HD (inattentive, hyperactive-impulsive, and combined). A diagnosis of one type or another depends on the specific symptoms (i.e. the "diagnostic criteria") that person has. While some individuals, including many professionals, still refer to the condition as "ADD" (attention deficit disorder), this term is no longer in widespread use. For those who may have been diagnosed with ADD, the corresponding diagnostic category, using current terminology, would mostly likely be "AD/HD, Predominantly Inattentive Type." While some individuals, including many professionals, still refer to the condition as "ADD" (attention deficit disorder), this term is no longer in widespread use. For those who may have been diagnosed with ADD, the corresponding diagnostic category, using current terminology, would mostly likely be "AD/HD, Predominantly Inattentive Type."

35. Types of AD/HD Primarily Inattentive Type Primarily Inattentive Type Primarily Inattentive Type Primarily Inattentive Type Primarily Hyperactive/Impulsive Type Primarily Hyperactive/Impulsive Type Primarily Hyperactive/Impulsive Type Primarily Hyperactive/Impulsive Type Combine Type Combine Type Combine Type Combine Type Note Note Note

36. Primarily Inattentive Type Description Fails to give close attention to details or makes careless mistakes. Fails to give close attention to details or makes careless mistakes. Has difficulty sustaining attention. Has difficulty sustaining attention. Does not appear to listen. Does not appear to listen. Struggles to follow through on instructions. Struggles to follow through on instructions. Has difficulty with organization. Has difficulty with organization. Avoids or dislikes tasks requiring sustained mental effort. Avoids or dislikes tasks requiring sustained mental effort. Is easily distracted. Is easily distracted. Is forgetful in daily activities. Is forgetful in daily activities.

37. Primarily Hyperactive Type Description Has difficulty remaining seated. Has difficulty remaining seated. Runs around or climbs excessively. Runs around or climbs excessively. Has difficulty engaging in activities quietly. Has difficulty engaging in activities quietly. Acts as if driven by a motor. Acts as if driven by a motor. Talks excessively. Talks excessively. Blurts out answers before questions have been completed. Blurts out answers before questions have been completed. Has difficulty waiting or taking turns. Has difficulty waiting or taking turns. Interrupts or intrudes upon others. Interrupts or intrudes upon others.

38. Combined Type Description Meets both inattentive and hyperactive/impulsive criteria. Meets both inattentive and hyperactive/impulsive criteria.

39. Note on AD/HD Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has AD/HD are very specific. In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect one’s ability to function in daily life. These behaviors must create significant difficulty in at least two areas of life, such as home, social settings, school, or work Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has AD/HD are very specific. In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect one’s ability to function in daily life. These behaviors must create significant difficulty in at least two areas of life, such as home, social settings, school, or work

40. Tips Tips for Students Tips for Students Tips for Students Tips for Students Tips for Parents Tips for Parents Tips for Parents Tips for Parents Tips for Teachers Tips for Teachers Tips for Teachers Tips for Teachers

41. Tips for Students To help you follow instructions To help you follow instructions To help you follow instructions To help you follow instructions To help you concentrate To help you concentrate To help you concentrate To help you concentrate To help you remember To help you remember To help you remember To help you remember To help with details To help with details To help with details To help with details

42. To help you follow directions Simplify instructions down to a basic one or two, and build from there. Verify these with your teacher, or Simplify instructions down to a basic one or two, and build from there. Verify these with your teacher, or Ask your teacher to break down assignments into steps for you to follow Ask your teacher to break down assignments into steps for you to follow

43. To help you concentrate Find a quiet place in your home, to avoid distraction such as movement and noise of your family, pets, TV, telephones, music, etc. Find a quiet place in your home, to avoid distraction such as movement and noise of your family, pets, TV, telephones, music, etc. If space in your home is limited, your parents or tutor may find space in a library, religious center, neighbor's house, or other sympathetic place If space in your home is limited, your parents or tutor may find space in a library, religious center, neighbor's house, or other sympathetic place Special "headsets" can block out noise and help you focus Special "headsets" can block out noise and help you focus Get into a routine, a consistent time you study Get into a routine, a consistent time you study

44. To help you remember Develop routines/habits! Develop routines/habits! For example, before going to school, organize your schoolwork in the same way each day. Have some one help you begin to establish this pattern For example, before going to school, organize your schoolwork in the same way each day. Have some one help you begin to establish this pattern Keep your assignments in the same pocket of your backpack. Tell your teacher about it Keep your assignments in the same pocket of your backpack. Tell your teacher about it Keep a list of things to remember in a pocket of your backpack. Keep a list of things to remember in a pocket of your backpack.

45. To help with details Review your homework with your parents, a classmate, a tutor Review your homework with your parents, a classmate, a tutor Use grammar and spell checkers regularly for computer work Use grammar and spell checkers regularly for computer work Remember that making mistakes, or overlooking details, is not for lack of intelligence, but rather a characteristic of this condition. Remember that making mistakes, or overlooking details, is not for lack of intelligence, but rather a characteristic of this condition.

46. Tips for Parents Success at school isn’t the sole responsibility of teachers. There are many things parents can do to help a child with ADHD thrive in the classroom.  Communicating with teachers Communicating with teachers Communicating with teachers  Homework Homework  Behavior Behavior

47. Communicating with teachers Tell your child’s teacher(s) about the child’s ADD/ADHD issues and possible interventions as the school year begins. Tell your child’s teacher(s) about the child’s ADD/ADHD issues and possible interventions as the school year begins. Take as a given that the teacher is acting in your child’s best interests; support the teacher’s efforts. Take as a given that the teacher is acting in your child’s best interests; support the teacher’s efforts. Be available for regular conferences in person or on the phone. Be available for regular conferences in person or on the phone. Educate yourself about how ADHD affects school performance. Educate yourself about how ADHD affects school performance. Check your child’s notebook every day for homework assignments, communiqués from the school, and items that need your signature. Check your child’s notebook every day for homework assignments, communiqués from the school, and items that need your signature.

48. Homework Make sure your child has a quiet, uncluttered place to do homework. Make sure your child has a quiet, uncluttered place to do homework. Help your child with homework, breaking down assignments into smaller tasks and keeping the child focused. Have a regular time for homework and allow for frequent breaks. Help your child with homework, breaking down assignments into smaller tasks and keeping the child focused. Have a regular time for homework and allow for frequent breaks. Reinforce study skills such as highlighting, note taking, and reading out loud. Reinforce study skills such as highlighting, note taking, and reading out loud. Praise your child for work done well — and remember, “good” is not necessarily the same as “perfect.” Praise your child for work done well — and remember, “good” is not necessarily the same as “perfect.” Check that completed homework and other materials are where they’re supposed to be when your child leaves for school. Check that completed homework and other materials are where they’re supposed to be when your child leaves for school.

49. Behavior Make sure your child has a quiet, uncluttered place to do homework. Make sure your child has a quiet, uncluttered place to do homework. Help your child with homework, breaking down assignments into smaller tasks and keeping the child focused. Have a regular time for homework and allow for frequent breaks. Help your child with homework, breaking down assignments into smaller tasks and keeping the child focused. Have a regular time for homework and allow for frequent breaks. Reinforce study skills such as highlighting, note taking, and reading out loud. Reinforce study skills such as highlighting, note taking, and reading out loud. Praise your child for work done well — and remember, “good” is not necessarily the same as “perfect.” Praise your child for work done well — and remember, “good” is not necessarily the same as “perfect.” Check that completed homework and other materials are where they’re supposed to be when your child leaves for school. Check that completed homework and other materials are where they’re supposed to be when your child leaves for school.

50. Tips for Teachers Teaching techniques for students with ADD/ADHD Teaching techniques for students with ADD/ADHD Teaching techniques for students with ADD/ADHD Teaching techniques for students with ADD/ADHD Starting the lesson Starting the lesson Starting the lesson Starting the lesson Conducting the lesson Conducting the lesson Conducting the lesson Conducting the lesson Ending the lesson Ending the lesson Ending the lesson Ending the lesson

51. Teaching techniques for students with ADD/ADHD Teaching techniques that help students with ADD/ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class. Teaching techniques that help students with ADD/ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.

52. Starting the lesson Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show much time remains in a lesson.) Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show much time remains in a lesson.) List the activities of the lesson on the board. List the activities of the lesson on the board. In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need. In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need. Establish eye contact with any student who has ADD/ADHD. Establish eye contact with any student who has ADD/ADHD.

53. Conducting the lesson Keep instructions simple and structured. Keep instructions simple and structured. Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense. Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense. Use props, charts, and other visual aids. Use props, charts, and other visual aids. Set up an unobtrusive cue with the student, i.e. a touch on the shoulder or placing a sticky note on his/her desk, to remind the student to stay on task. Set up an unobtrusive cue with the student, i.e. a touch on the shoulder or placing a sticky note on his/her desk, to remind the student to stay on task. Allow a student with ADHD frequent breaks. Allow a student with ADHD frequent breaks. Let the student squeeze a Koosh ball or tap something that doesn’t make noise as a physical outlet. Let the student squeeze a Koosh ball or tap something that doesn’t make noise as a physical outlet. Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult. Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult.

54. Ending the lesson Summarize key points. Summarize key points. If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board. If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board. Be specific about what to take home. Be specific about what to take home.

55. Technology Resources Products to Consider: Parrot Voice Mate www.parrot.com Parrot Voice Mate www.parrot.comwww.parrot.com Franklin (various hand-held organizers) www.franklin.com Franklin (various hand-held organizers) www.franklin.comwww.franklin.com Memo to Me [new] www.memotome.com Memo to Me [new] www.memotome.comwww.memotome.com Ms. Reminder Time Manager [new] www.iping.com Ms. Reminder Time Manager [new] www.iping.comwww.iping.com Palm www.palm.com Palm www.palm.comwww.palm.com Watch Minder http://watchminder.com Watch Minder http://watchminder.com http://watchminder.com

56. Online Resources National Institute of Mental Health (NIMH) National Institute of Mental Health (NIMH) http://www.nimh.nih.gov/health/topics/attention- deficit-hyperactivity-disorder-adhd/index.shtml http://www.nimh.nih.gov/health/topics/attention- deficit-hyperactivity-disorder-adhd/index.shtml http://www.nimh.nih.gov/health/topics/attention- deficit-hyperactivity-disorder-adhd/index.shtml http://www.nimh.nih.gov/health/topics/attention- deficit-hyperactivity-disorder-adhd/index.shtml Overview of AD/HD, with information on symptoms, diagnosis, treatment, research, and further resources. Overview of AD/HD, with information on symptoms, diagnosis, treatment, research, and further resources. http://www.help4adhd.org/en/about/what http://www.help4adhd.org/en/about/what http://www.help4adhd.org/en/about/what http://www.chadd.org/Content/CHADD/Understandi ng/FAQs/default.htm http://www.chadd.org/Content/CHADD/Understandi ng/FAQs/default.htm http://www.chadd.org/Content/CHADD/Understandi ng/FAQs/default.htm http://www.chadd.org/Content/CHADD/Understandi ng/FAQs/default.htm

57. Technology Resources PHOTO VOCABULARY SOFTWARE Starting at $69.95 - Develop and strengthen the vocabulary and communication skills of struggling and non-English- speaking learners with this instructional-based software series. Starting at $69.95 - Develop and strengthen the vocabulary and communication skills of struggling and non-English- speaking learners with this instructional-based software series. Helps nonreaders by having picture symbols appear with each word. Program allows teachers to make picture stories, picture strips for reading books and everyday class curriculum, picture schedules, custom word lists, and more. Features more than 3,800 Picture Communication Symbols (each in black and white and color), ability to import photos or graphics, adjustable text and symbol sizes.

58. Online Resources The National Library of Medicine also provides information on ASDs at http://www.nlm.nih.gov/medlineplus/autism.html. http://www.nlm.nih.gov/medlineplus/autism.html http://www.nichd.nih.gov/publications/pubs/autism/overview/index.cfm Teacher Resources www.unc.edu/depts/teacch Visual Supports and other free supplies Visual Supports and other free supplies www.do2learn.com| www.usevisualstrategies.com| www.usevisualstrategies.com|www.usevisualstrategies.com| http://card.ufl.edu/visuals| http://card.ufl.edu/visuals|http://card.ufl.edu/visuals| Autism Society of America Autism Society of America http://www.autism-society.org/site/PageServer http://www.autism-society.org/site/PageServerhttp://www.autism-society.org/site/PageServer