Is ADHD a Learning Disability?
by Alicia McColl
If your child is being tested for a learning disability it’s likely many professionals will look into Attention-Deficit Hyperactivity Disorder (ADHD) as well. ADHD is a neurobehavioral disorder characterized by the inability to stay focused, poor impulse control and many times trouble with staying still even short periods of time. It is the result of an imbalance in neurotransmitters in the brain. It is not considered a learning disability, but is considered a disability under the Individuals with Disabilities Education Act (IDEA), allowing a student to receive special education services under a classification “Other Health Impaired.” Twenty to 30 percent of children with ADHD also have a specific learning disability.
About five percent of school-age children are diagnosed with ADHD and typically fall into two subtypes of the disorder: predominantly hyperactive/impulsive, predominantly inattentive or combined. Boys are more than twice as likely to have the disorder than girls.
Signs and symptoms include:
• fails to pay close attention to details or makes careless mistakes in schoolwork or other activities
• being fidgety
• difficulty sustaining attention to tasks or play activity
• does not seem to be listening when spoken to
• difficulty organizing tasks and activities
• being forgetful in daily activities
• runs or climbs excessively
• easily distracted by external stimuli
• acts as if “driven by a motor”
• blurting out answers before question is completed
• difficulty waiting for a turn
• talks excessively
• interrupts others often or intrudes on others (in games, conversations, etc.)
There are no blood tests or simple tests a doctor can administer to determine if a child has ADHD, and a trained clinician or pediatrician can only conduct an extensive evaluation ruling out other causes.
ADHD is a chronic condition that a child is born with. He or she may suggest medication to help with some symptoms. This past October the American Academy of Pediatrics issued new guidelines suggesting children as young as four be diagnosed with ADHD as young as four and treated with behavioral interventions.
Results of a recent survey conducted by the ADHD Awareness Coalition reported that 44 percent of parents of children diagnosed with ADHD said their kids were dissatisfied with school and many reported co-existing diagnoses. Parents of children with ADHD also reported (cont’d from front) that their children had anxiety (29 percent), depression (19 percent) and a sleep disorder (14 percent). Parents of children with ADHD who did not have an additional diagnosis reported that they suspected their children had anxiety (35 percent), depression (15 percent) and a sleep disorder (38 percent). The good news is that the Coalition reported that when given the appropriate treatment most children who struggle with inattention and impulsivity do have a dramatic turnaround in the classroom.
Parents of children diagnosed with ADHD can ask for classroom accommodations under Section 504 under the Rehabilitation Act of 1973. Section 504 (a) of this federal law states that no person shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
In the 1990s changes in legislation for special education brought attention to ADHD as a disabling condition and brought about increased services for children coping with the disorder.
For more information on ADHD go to www.ldastl.org/Links/WhatisADHD.aspx or call the St. Louis LDA office at 314-966-3088.
Transitioning to College if You Have ADHD or LD
by Alicia McColl
Making the transition from high school to college is difficult enough when you don’t have learning disabilities. If you are a student who has a diagnosed LD or ADHD give yourself enough time to construct a plan of action.
Start in high school or earlier to learn how to advocate for yourself. In high school a plan – an Individualized Education Plan or Section 504 plan - is usually put in place for you, but in college it is up to students to ask for help. While in high school learn as much as you can about your disability, attend meetings related to your education plans and speak up about your needs and concerns. Keep a file with copies of your IEP or 504 plans, high school transcripts, SAT and ACT scores and any pertinent psychological evaluations.
Colleges require proof of a disability, so make sure testing and documentation are up to date. All students leaving high school and progressing to college will need to have updated testing when they are age 16 or older.
Colleges are required by law to provide support services and accommodations, such as extended time for assignments and testing, note-takers, preferential seating and use of a calculator, etc., to students with diagnosed disabilities. They are not, however, required to offer tutoring, transportation, physical, occupational or speech therapy. You will have to seek out certain support services such as medication management, counseling and tutoring services. The best place to start, however, is to contact the Support Services office at your college of choice before your placement tests. There are different types of support services available at specific colleges and universities throughout the country. Feel free to contact the St. Louis LDA with questions on guidance through the college process.
Before deciding on a college find out if they have experience working with students who have similar learning disabilities, the ratio of students to LD specialists on staff and what the usual accommodations are for those with similar disabilities.
According to a recent report by the Institute of Education Sciences, 99 percent of all public two-year and four-year institutions programs and 88 percent of two and four-year Title IV Federal Student Aid granting programs reported enrolling students with disabilities. The report also found that of those students with disabilities enrolling at higher education institutions, 86 percent of them had some kind of specific learning disability and 79 percent had Attention Deficit Disorder (ADD) or Attention Deficit Hyperactive Disorder (ADHD).
As soon as you are in high school begin researching scholarship opportunities. The Shire ADHD Scholarship Program was developed and is implemented by the pharmaceutical company Shire and in 2011 provided 25 scholarships along with student coaching services by The Edge Foundation. The Anne Ford and Allegra Scholarships offer financial assistance to two graduating seniors with documented learning disabilities. The deadline for the 2012 $10,000 scholarship is December 31, 2011. For more scholarship opportunities go to www.findaid.org/otheraid/ld.phtml.
St. Louis LDA offers a workshop on managing learning disabilities during college. If you need educational coaching in preparation for your transition into college contact the St. Louis LDA office at 314-966-3088.
Milestones: Ages 4-5
by Autumn Bemis
In July’s issue of Trends, milestones for a typically developing 3 years old were presented. The American Academy of Pediatrics sets specific milestones and developmental markers for each age group of children. While these milestones are important to keep in mind when watching a child’s development, it is important to look at the whole child, not just focusing on the milestones the childhas not met. If you are concerned fora child’s development, look for a pattern of concerns. For example, you may notice the child is lagging behind in several developmental areas or mot meeting several milestones in one developmental area over a period of time. If you do notice a pattern in your child, talk to your child’s pediatrician for professional advice.
According to the American Academy of Pediatrics, the following milestones are typical four-year-old milestones.
Cognitive milestones:
• Can count up to 10 objects
• Correctly names at least four colors
• Better understands the concepts of time
• Knows about things used every day in the home
Language Milestones:
• Can recall parts of a story
• Speaks sentences of more than 5 words
• Uses future tenses
• Tells longer stories
• Says name and address
Social/Emotional Milestones:
• Wants to please friends
• Wants to be like friends
• More likely to agree to rules
• Likes to sing, dance, and act
• Shows more independence
• Aware of sexuality
• Able to distinguish fantasy from reality
• Sometimes demanding, sometimes eagerly cooperative
Movement Milestones:
• Stands on one foot for 10 seconds ort longer
• Hops, somersaults
• Swings, climbs
• May be able to skip
Milestones in Hand and Finger Skills:
• Copies triangles and other geometric patters
• Draws person with body
• Prints some letters
• Dresses and undresses without assistance
• Uses fork, spoon, and sometimes a table knife
• Usually cares for own toilet needs
For more information on St. Louis LDA’s Early Childhood Outreach Program call 314-966-3088.
Meet Our New Educational Consultant
Robin Smith is an Educational Consultant with the St. Louis Learning Disabilities Association, partnering with early childhood educators to increase language and literacy development during the vital early years. Prior to this, she worked as a Special Education Teacher (including teaching at the only Special Education School in Shanghai, China) with students from ages 3 to 21, an Interim Learning Center Director, and a Service Coordinator/Advocate for individuals with developmental disabilities. Robin holds a B.S. in Special Education and a M.S. in Education. She feels truly blessed to be able to share with others the importance of language and individualizing information to meet the needs of learners of all ages.
LDA of America and Senators Continue to Press for Chemicals of Concern
The Learning Disabilities of America reported that it recently authored a letter sent to the White House protesting the delay in reviewing a proposed rule that would establish a list of “chemicals of concern” and their toxic risks. The Environmental Protection Agency gave the proposal to the Office of Management and Budge (OMB) back in May 2010. The review process typically takes about 90 days. Sens. Frank R. Lautenberg (D-NJ) and Sheldon Whitehouse (D-RI) are also urging OMB to complete its review.
LDA said the list would divide these chemicals of concern into three categories:
• Bisphenol A (BPA) found in hard plastics, food and soda can linings, retail paper receipts,
• eight chemicals that are phthalates, plasticizers used in polyvinyl chloride products and in personal care products, and
• a class of polybrominateddiphenyl ethers (PBDEs), which are flame retardant chemicals used in an array of products.
Various animal and human studies have shown that these chemicals can interfere with brain development and function at certain levels and that children brains are especially more susceptible to these toxins. Add to it that the Center for Disease Control and Prevention now estimates that more than 90% of people in the United States are regularly exposed to BPA over 3,000 times the daily level that the FDA reports, and it becomes even more critical that the list be provided to the public as concerning, although it proposes no controls on the chemicals.
A study published last month found that a pregnant woman’s exposure to BPA may cause behavioral problems in her unborn child. The study, partly funded by the U.S. National Institutes of Health, followed 244 women and their children and found that BPA exposure in utero increased the chances that their young girls would be more hyperactive, anxious, aggressive or depressed and at age three.
Sens. Lautenberg and Whitehouse are sponsoring a bill (S.847) to reform the Toxic Substances Control Act (TSCA), signed into law in 1976 allowing the EPA to fully “utilize its current authorities under TSCA to provide the public with information on chemicals that might pose unreasonable risk.”
Donations to St. Louis LDA in memory of...
Donna Fitzgerald
by Van & Laura Knight
by Pam Kortum
by Sheryl Silvey
Virginia Kaskie
by Pam Kortum
by Sherly Silvey
Christine Ivcich
by Bill Borger
by Nettie Dodge
by Wendy & Neil Jaffe
by Carol North & Nicholas Kryah
by Richard and Jane Pisarkiewicz
by Missouri Speedskating Association
by Scott Wren
Donations to St. Louis LDA in honor of...
Sheryl Silvey
by Linda & Joe Meyer
by Sherry Logusch
Pam Kortum
by Sheryl Silvey
Is ADHD a Learning Disability?
by Alicia McColl
If your child is being tested for a learning disability it’s likely many professionals will look into Attention-Deficit Hyperactivity Disorder (ADHD) as well. ADHD is a neurobehavioral disorder characterized by the inability to stay focused, poor impulse control and many times trouble with staying still even short periods of time. It is the result of an imbalance in neurotransmitters in the brain. It is not considered a learning disability, but is considered a disability under the Individuals with Disabilities Education Act (IDEA), allowing a student to receive special education services under a classification “Other Health Impaired.” Twenty to 30 percent of children with ADHD also have a specific learning disability.
About five percent of school-age children are diagnosed with ADHD and typically fall into two subtypes of the disorder: predominantly hyperactive/impulsive, predominantly inattentive or combined. Boys are more than twice as likely to have the disorder than girls.
Signs and symptoms include:
• fails to pay close attention to details or makes careless mistakes in schoolwork or other activities
• being fidgety
• difficulty sustaining attention to tasks or play activity
• does not seem to be listening when spoken to
• difficulty organizing tasks and activities
• being forgetful in daily activities
• runs or climbs excessively
• easily distracted by external stimuli
• acts as if “driven by a motor”
• blurting out answers before question is completed
• difficulty waiting for a turn
• talks excessively
• interrupts others often or intrudes on others (in games, conversations, etc.)
There are no blood tests or simple tests a doctor can administer to determine if a child has ADHD, and a trained clinician or pediatrician can only conduct an extensive evaluation ruling out other causes.
ADHD is a chronic condition that a child is born with. He or she may suggest medication to help with some symptoms. This past October the American Academy of Pediatrics issued new guidelines suggesting children as young as four be diagnosed with ADHD as young as four and treated with behavioral interventions.
Results of a recent survey conducted by the ADHD Awareness Coalition reported that 44 percent of parents of children diagnosed with ADHD said their kids were dissatisfied with school and many reported co-existing diagnoses. Parents of children with ADHD also reported (cont’d from front) that their children had anxiety (29 percent), depression (19 percent) and a sleep disorder (14 percent). Parents of children with ADHD who did not have an additional diagnosis reported that they suspected their children had anxiety (35 percent), depression (15 percent) and a sleep disorder (38 percent). The good news is that the Coalition reported that when given the appropriate treatment most children who struggle with inattention and impulsivity do have a dramatic turnaround in the classroom.
Parents of children diagnosed with ADHD can ask for classroom accommodations under Section 504 under the Rehabilitation Act of 1973. Section 504 (a) of this federal law states that no person shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
In the 1990s changes in legislation for special education brought attention to ADHD as a disabling condition and brought about increased services for children coping with the disorder.
For more information on ADHD go to www.ldastl.org/Links/WhatisADHD.aspx or call the St. Louis LDA office at 314-966-3088.
Transitioning to College if You Have ADHD or LD
by Alicia McColl
Making the transition from high school to college is difficult enough when you don’t have learning disabilities. If you are a student who has a diagnosed LD or ADHD give yourself enough time to construct a plan of action.
Start in high school or earlier to learn how to advocate for yourself. In high school a plan – an Individualized Education Plan or Section 504 plan - is usually put in place for you, but in college it is up to students to ask for help. While in high school learn as much as you can about your disability, attend meetings related to your education plans and speak up about your needs and concerns. Keep a file with copies of your IEP or 504 plans, high school transcripts, SAT and ACT scores and any pertinent psychological evaluations.
Colleges require proof of a disability, so make sure testing and documentation are up to date. All students leaving high school and progressing to college will need to have updated testing when they are age 16 or older.
Colleges are required by law to provide support services and accommodations, such as extended time for assignments and testing, note-takers, preferential seating and use of a calculator, etc., to students with diagnosed disabilities. They are not, however, required to offer tutoring, transportation, physical, occupational or speech therapy. You will have to seek out certain support services such as medication management, counseling and tutoring services. The best place to start, however, is to contact the Support Services office at your college of choice before your placement tests. There are different types of support services available at specific colleges and universities throughout the country. Feel free to contact the St. Louis LDA with questions on guidance through the college process.
Before deciding on a college find out if they have experience working with students who have similar learning disabilities, the ratio of students to LD specialists on staff and what the usual accommodations are for those with similar disabilities.
According to a recent report by the Institute of Education Sciences, 99 percent of all public two-year and four-year institutions programs and 88 percent of two and four-year Title IV Federal Student Aid granting programs reported enrolling students with disabilities. The report also found that of those students with disabilities enrolling at higher education institutions, 86 percent of them had some kind of specific learning disability and 79 percent had Attention Deficit Disorder (ADD) or Attention Deficit Hyperactive Disorder (ADHD).
As soon as you are in high school begin researching scholarship opportunities. The Shire ADHD Scholarship Program was developed and is implemented by the pharmaceutical company Shire and in 2011 provided 25 scholarships along with student coaching services by The Edge Foundation. The Anne Ford and Allegra Scholarships offer financial assistance to two graduating seniors with documented learning disabilities. The deadline for the 2012 $10,000 scholarship is December 31, 2011. For more scholarship opportunities go to www.findaid.org/otheraid/ld.phtml.
St. Louis LDA offers a workshop on managing learning disabilities during college. If you need educational coaching in preparation for your transition into college contact the St. Louis LDA office at 314-966-3088.
Milestones: Ages 4-5
by Autumn Bemis
In July’s issue of Trends, milestones for a typically developing 3 years old were presented. The American Academy of Pediatrics sets specific milestones and developmental markers for each age group of children. While these milestones are important to keep in mind when watching a child’s development, it is important to look at the whole child, not just focusing on the milestones the childhas not met. If you are concerned fora child’s development, look for a pattern of concerns. For example, you may notice the child is lagging behind in several developmental areas or mot meeting several milestones in one developmental area over a period of time. If you do notice a pattern in your child, talk to your child’s pediatrician for professional advice.
According to the American Academy of Pediatrics, the following milestones are typical four-year-old milestones.
Cognitive milestones:
• Can count up to 10 objects
• Correctly names at least four colors
• Better understands the concepts of time
• Knows about things used every day in the home
Language Milestones:
• Can recall parts of a story
• Speaks sentences of more than 5 words
• Uses future tenses
• Tells longer stories
• Says name and address
Social/Emotional Milestones:
• Wants to please friends
• Wants to be like friends
• More likely to agree to rules
• Likes to sing, dance, and act
• Shows more independence
• Aware of sexuality
• Able to distinguish fantasy from reality
• Sometimes demanding, sometimes eagerly cooperative
Movement Milestones:
• Stands on one foot for 10 seconds ort longer
• Hops, somersaults
• Swings, climbs
• May be able to skip
Milestones in Hand and Finger Skills:
• Copies triangles and other geometric patters
• Draws person with body
• Prints some letters
• Dresses and undresses without assistance
• Uses fork, spoon, and sometimes a table knife
• Usually cares for own toilet needs
For more information on St. Louis LDA’s Early Childhood Outreach Program call 314-966-3088.
Meet Our New Educational Consultant
Robin Smith is an Educational Consultant with the St. Louis Learning Disabilities Association, partnering with early childhood educators to increase language and literacy development during the vital early years. Prior to this, she worked as a Special Education Teacher (including teaching at the only Special Education School in Shanghai, China) with students from ages 3 to 21, an Interim Learning Center Director, and a Service Coordinator/Advocate for individuals with developmental disabilities. Robin holds a B.S. in Special Education and a M.S. in Education. She feels truly blessed to be able to share with others the importance of language and individualizing information to meet the needs of learners of all ages.
LDA of America and Senators Continue to Press for Chemicals of Concern
The Learning Disabilities of America reported that it recently authored a letter sent to the White House protesting the delay in reviewing a proposed rule that would establish a list of “chemicals of concern” and their toxic risks. The Environmental Protection Agency gave the proposal to the Office of Management and Budge (OMB) back in May 2010. The review process typically takes about 90 days. Sens. Frank R. Lautenberg (D-NJ) and Sheldon Whitehouse (D-RI) are also urging OMB to complete its review.
LDA said the list would divide these chemicals of concern into three categories:
• Bisphenol A (BPA) found in hard plastics, food and soda can linings, retail paper receipts,
• eight chemicals that are phthalates, plasticizers used in polyvinyl chloride products and in personal care products, and
• a class of polybrominateddiphenyl ethers (PBDEs), which are flame retardant chemicals used in an array of products.
Various animal and human studies have shown that these chemicals can interfere with brain development and function at certain levels and that children brains are especially more susceptible to these toxins. Add to it that the Center for Disease Control and Prevention now estimates that more than 90% of people in the United States are regularly exposed to BPA over 3,000 times the daily level that the FDA reports, and it becomes even more critical that the list be provided to the public as concerning, although it proposes no controls on the chemicals.
A study published last month found that a pregnant woman’s exposure to BPA may cause behavioral problems in her unborn child. The study, partly funded by the U.S. National Institutes of Health, followed 244 women and their children and found that BPA exposure in utero increased the chances that their young girls would be more hyperactive, anxious, aggressive or depressed and at age three.
Sens. Lautenberg and Whitehouse are sponsoring a bill (S.847) to reform the Toxic Substances Control Act (TSCA), signed into law in 1976 allowing the EPA to fully “utilize its current authorities under TSCA to provide the public with information on chemicals that might pose unreasonable risk.”
Donations to St. Louis LDA in memory of...
Donna Fitzgerald
by Van & Laura Knight
by Pam Kortum
by Sheryl Silvey
Virginia Kaskie
by Pam Kortum
by Sherly Silvey
Christine Ivcich
by Bill Borger
by Nettie Dodge
by Wendy & Neil Jaffe
by Carol North & Nicholas Kryah
by Richard and Jane Pisarkiewicz
by Missouri Speedskating Association
by Scott Wren
Donations to St. Louis LDA in honor of...
Sheryl Silvey
by Linda & Joe Meyer
by Sherry Logusch
Pam Kortum
by Sheryl Silvey