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162-837: An IEP outlines the special education experience for all eligible students with a disability . An eligible student is any child in the U.S. between the ages of 3–21 attending a public school and has been evaluated as having a need in the form of a specific learning disability , autism , emotional disturbance , other health impairments, intellectual disability , orthopedic impairment, multiple disabilities, hearing impairments , deafness , visual impairment , deaf-blindness , developmental delay , speech/language impairment , or traumatic brain injury . The IEP describes present levels of performance, strengths, and needs, and creates measurable goals based on this data. It provides accommodations , modifications , related services, and specialized academic instruction to ensure that every eligible child receives

324-470: A dysfunctional family or a poor educational system , rather than any true presence of ADHD in the individual. In other cases, it may be explained by increasing academic expectations, with a diagnosis being a method for parents in some countries to obtain extra financial and educational support for their child. Behaviours typical of ADHD occur more commonly in children who have experienced violence and emotional abuse. Current models of ADHD suggest that it

486-481: A meta-analysis of 16 studies examining the relative risk of traffic collisions for drivers with ADHD, finding an overall relative risk estimate of 1.36 without controlling for exposure, a relative risk estimate of 1.29 when controlling for publication bias , a relative risk estimate of 1.23 when controlling for exposure, and a relative risk estimate of 1.86 for ADHD drivers with oppositional defiant disorder and/or conduct disorder comorbidities . In April 2018,

648-536: A " Free Appropriate Public Education " (FAPE) in the " Least Restrictive Environment " (LRE). The IEP is intended to help children reach educational goals more easily than they otherwise would. The four component goals are: conditions, learner, behavior, and criteria. In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers (such as paraprofessional educators ) understand

810-507: A Procedural Safeguards Notice, which is required to include an explanation of all of the procedural safeguards built into IDEA. The information must be understandable and in the native language of the parent. A copy of the Procedural Safeguards Notice is required to be present at an IEP meeting. The school must give the parent a copy of the child's IEP at no cost. An extensive system of conflict resolution procedures are set out in

972-436: A cause that can be understood mechanistically and treated in a novel way. The sensory overload is treatable with oral potassium gluconate . Research does not support popular beliefs that ADHD is caused by eating too much refined sugar, watching too much television, bad parenting, poverty or family chaos; however, they might worsen ADHD symptoms in certain people. In some cases, an inappropriate diagnosis of ADHD may reflect

1134-522: A child who is believed to need the special education program an IEP due to limited funding. The federal government is criticized for not giving more money to the school districts and the school districts are criticized for not allocating more money to the special education program . Canada has similar documents called an Individualized Education Plan (IEP), a Special Education Plan (SEP), Individualized Program Plan (IPP), Student Support Plan (SSP), or an Individual Support Services Plan (ISSP), depending on

1296-420: A child's IEP to fit into a pre-existing program for a particular classification of disability; the placement is chosen to fit the IEP, which is written to fit the student. IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of

1458-422: A combination of multiple factors. Disabilities can be present from birth or can be acquired during a person's lifetime. Historically, disabilities have only been recognized based on a narrow set of criteria—however, disabilities are not binary and can be present in unique characteristics depending on the individual. A disability may be readily visible, or invisible in nature. The United Nations Convention on

1620-633: A diminished quality of life and a direct average reduction in life expectancy of 13 years. The disorder costs society hundreds of billions of US dollars each year, worldwide. It is associated with other neurodevelopmental and mental disorders as well as non-psychiatric disorders, which can cause additional impairment. While people with ADHD often struggle to initiate work and persist on tasks with delayed consequences, this may not be evident in contexts they find intrinsically interesting and immediately rewarding, potentiating hyperfocus (a more colloquial term) or perseverative responding. This mental state

1782-429: A disability can impact people's identities. Which style of language used varies between different countries, groups and individuals. Identity-first language describes the person as "disabled". Some people prefer this and argue that this fits the social model of disability better than people-first language, as it emphasizes that the person is disabled not by their body, but by a world that does not accommodate them. This

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1944-543: A disability community—such as with art, social media, and sports. Contemporary understandings of disability derive from concepts that arose during the scientific Enlightenment in the west; prior to the Enlightenment, physical differences were viewed through a different lens. There is evidence of humans during prehistory that looked after people with disabilities. At the Windover Archeological Site , one of

2106-606: A disability". This style is reflected in major legislation on disability rights, including the Americans with Disabilities Act and the UN Convention on the Rights of Persons with Disabilities . "Cerebral Palsy: A Guide for Care" at the University of Delaware describes people-first language: The American Psychological Association style guide states that, when identifying a person with

2268-426: A disability, the person's name or pronoun should come first, and descriptions of the disability should be used so that the disability is identified, but is not modifying the person. Acceptable examples included "a woman with Down syndrome " or "a man who has schizophrenia ". It also states that a person's adaptive equipment should be described functionally as something that assists a person, not as something that limits

2430-464: A disability, the school must first determine whether the student qualifies for special education services. To qualify, the child's disability must have an adverse effect on the child's educational progress. To determine eligibility, the school must conduct a full evaluation of the child in all areas of disability. If the child is found to be eligible for services, the school is required to convene an IEP team and develop an appropriate educational plan for

2592-564: A distinct attention disorder occurring in 30–50% of ADHD cases as a comorbidity, regardless of the presentation; a subset of cases diagnosed with ADHD-PIP have been found to have CDS instead. Individuals with ADHD are three times more likely to be diagnosed with an eating disorder compared to those without ADHD; conversely, individuals with eating disorders are two times more likely to have ADHD than those without eating disorders. ADHD, trauma , and adverse childhood experiences are also comorbid, which could in part be potentially explained by

2754-405: A feature that creates an impairment, restriction, or limitation from reaching the social definition of health, the individual is labeled as disabled. Under this idea, disability is not defined by the physical features of the body but by a deviance from the social convention of health. The social construction of disability would argue that the medical model of disability 's view that a disability

2916-447: A health plan or a behavior plan for some students. Some of a student's educational needs may be met using class accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material's content but rather allows students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing

3078-415: A high heritability of 74%, meaning that 74% of the presence of ADHD in the population is due to genetic factors. There are multiple gene variants which each slightly increase the likelihood of a person having ADHD; it is polygenic and thus arises through the accumulation of many genetic risks each having a very small effect. The siblings of children with ADHD are three to four times more likely to develop

3240-885: A line at where normal levels of inattention, hyperactivity, and impulsivity end and significant levels requiring interventions begin. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and its text revision ( DSM-5-TR ), symptoms must be present for six months or more to a degree that is much greater than others of the same age . This requires at least six symptoms of either inattention or hyperactivity/impulsivity for those under 17 and at least five symptoms for those 17 years or older. The symptoms must be present in at least two settings (e.g., social, school, work, or home), and must directly interfere with or reduce quality of functioning. Additionally, several symptoms must have been present before age 12. The DSM-5 's required age of onset of symptoms

3402-448: A major genetic mutation. There is no biologically distinct adult-onset ADHD except for when ADHD occurs after traumatic brain injury. Inattention, hyperactivity (restlessness in adults), disruptive behaviour, and impulsivity are common in ADHD. Academic difficulties are frequent, as are problems with relationships. The signs and symptoms can be difficult to define, as it is hard to draw

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3564-400: A matter of the full integration of individuals into society . In this model, disability is not an attribute of an individual, but rather a complex collection of conditions, created by the social environment. The management of the problem requires social action and it is the collective responsibility of society to create a society in which limitations for disabled people are minimal. Disability

3726-480: A meeting by both the school and the parents in order to be sure the child's needs will be met in school. Under IDEA Part D, the United States Department of Education funds at least one parent training and information center in each state and most territories to provide parents the information they need to advocate effectively for their child. Some centers may also provide a knowledgeable person to accompany

3888-408: A meta-analysis reviewing 40 voxel-based morphometry studies and 59 functional magnetic resonance imaging studies comparing subjects with IGD or ADHD to control groups that found that IGD and ADHD subjects had disorder-differentiating structural neuroimage alterations in the putamen and orbitofrontal cortex (OFC) respectively, and functional alterations in the precuneus for IGD subjects and in

4050-506: A negative connotation that they are considered to be slurs. A current point of contention is whether it is appropriate to use person-first language (i.e. a person who is disabled) or identity-first language (i.e. a disabled person) when referring to disability and an individual. Due to the marginalization of disabled people, there have been several activist causes that push for equitable treatment and access in society. Disability activists have fought to receive equal and equitable rights under

4212-666: A neurological condition characterised by recurrent seizures. There are well established associations between ADHD and obesity, asthma and sleep disorders, and an association with celiac disease. Children with ADHD have a higher risk for migraine headaches, but have no increased risk of tension-type headaches. Children with ADHD may also experience headaches as a result of medication. A 2021 review reported that several neurometabolic disorders caused by inborn errors of metabolism converge on common neurochemical mechanisms that interfere with biological mechanisms also considered central in ADHD pathophysiology and treatment. This highlights

4374-519: A number of differences between ADHD and control brains. Mirroring what is known from structural findings, fMRI studies have showed evidence for a higher connectivity between subcortical and cortical regions, such as between the caudate and prefrontal cortex. The degree of hyperconnectivity between these regions correlated with the severity of inattention or hyperactivity Hemispheric lateralization processes have also been postulated as being implicated in ADHD, but empiric results showed contrasting evidence on

4536-436: A number of genes are involved, many of which directly affect brain functioning and neurotransmission. Those involved with dopamine include DAT , DRD4 , DRD5 , TAAR1 , MAOA , COMT , and DBH. Other genes associated with ADHD include SERT , HTR1B , SNAP25 , GRIN2A , ADRA2A , TPH2 , and BDNF . A common variant of a gene called latrophilin 3 is estimated to be responsible for about 9% of cases and when this variant

4698-486: A parent to IEP meetings to assist the parent in the process. The school is mandated to make an effort to ensure that at least one parent is present at each IEP team meeting. If they do not attend, the school is required to show that due diligence was made to enable them to attend, including notifying the parents early enough that they have an opportunity to attend, scheduling the meeting at a mutually agreed on time and place, offering alternative means of participation, such as

4860-433: A person's capability to perform the activities of daily life. As Marta Russell and Ravi Malhotra argue, "The ' medicalization ' of disablement and the tools of classification clearly played an important role in establishing divisions between the 'disabled' and the 'able-bodied. ' " This positions disability as a problem to be solved via medical intervention, which hinders our understanding about what disability can mean. For

5022-413: A person's efforts to go to school, work, socialize, and more. Some examples of invisible disabilities include intellectual disabilities , autism spectrum disorder , attention deficit hyperactivity disorder , fibromyalgia , mental disorders , asthma , epilepsy , allergies , migraines , arthritis , and chronic fatigue syndrome . Employment discrimination is reported to play a significant part in

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5184-611: A person, for example, "a woman who uses a wheelchair" rather than "a woman in/confined to a wheelchair". People-first terminology is used in the UK in the form "people with impairments" (such as "people with visual impairments"). However, in the UK, identity-first language is generally preferred over people-first language. The use of people-first terminology has given rise to the use of the acronym PWD to refer to person(s) (or people) with disabilities (or disability). However other individuals and groups prefer identity-first language to emphasize how

5346-521: A phone conference. The school is required to ensure that the parent understands the proceedings of IEP team meetings and to include an interpreter for parents who are deaf or whose native language is not English. Research has shown the importance of parental involvement in a child's education. James Griffith (1996) found that schools having higher levels of parental involvement and empowerment also had higher student criterion-referenced test scores. Although much attention has been focused on ways of involving

5508-492: A political construction is also widely used by international organizations of disabled people, such as Disabled Peoples' International . Using the identity-first language also parallels how people talk about other aspects of identity and diversity. For example: In the autism community, many self-advocates and their allies prefer terminology such as 'Autistic,' 'Autistic person,' or 'Autistic individual' because we understand autism as an inherent part of an individual's identity –

5670-451: A problem of the person, directly caused by disease, trauma, or other health conditions which therefore requires sustained medical care in the form of individual treatment by professionals. In the medical model, management of the disability is aimed at a "cure", or the individual's adjustment and behavioral change that would lead to an "almost-cure" or effective cure. The individual, in this case, must overcome their disability by medical care. In

5832-745: A proportionally greater decrease in the volume in the left-sided prefrontal cortex. The posterior parietal cortex also shows thinning in individuals with ADHD compared to controls. Other brain structures in the prefrontal-striatal-cerebellar and prefrontal-striatal-thalamic circuits have also been found to differ between people with and without ADHD. The subcortical volumes of the accumbens , amygdala , caudate , hippocampus , and putamen appears smaller in individuals with ADHD compared with controls. Structural MRI studies have also revealed differences in white matter, with marked differences in inter-hemispheric asymmetry between ADHD and typically developing youths. Functional MRI (fMRI) studies have revealed

5994-503: A rate of 21% in those with ADHD, affects social skills, ability to communicate, behaviour, and interests. Learning disabilities have been found to occur in about 20–30% of children with ADHD. Learning disabilities can include developmental speech and language disorders, and academic skills disorders. ADHD, however, is not considered a learning disability, but it very frequently causes academic difficulties. Intellectual disabilities and Tourette's syndrome are also common. ADHD

6156-404: A resource class, a self-contained class, and other settings, which include separate schools and residential facilities. A school system may meet its obligation to ensure that the child has an appropriate placement available by providing an appropriate program for the child on its own, consulting with another agency to provide an appropriate program, or utilizing some other mechanism/arrangement that

6318-446: A separate class. They are allowed to work in small, highly structured settings with a special education teacher. Students in a separate class may be working at different academic levels. Other settings include separate schools and residential facilities. Students in these settings receive highly specialized training to address both special learning and behavioral needs and acquire both academic and life skills instruction. These schools have

6480-496: A side effect of medications used to treat ADHD. In children with ADHD, insomnia is the most common sleep disorder with behavioural therapy being the preferred treatment. Problems with sleep initiation are common among individuals with ADHD but often they will be deep sleepers and have significant difficulty getting up in the morning. Melatonin is sometimes used in children who have sleep onset insomnia. Restless legs syndrome has been found to be more common in those with ADHD and

6642-552: A society) that help overcome or remove a disability. The first recorded example of the use of a prosthesis dates to at least 1800 BC. The wheelchair dates from the 17th century. The curb cut is a related structural innovation. Other examples are standing frames , text telephones , accessible keyboards , large print , braille , and speech recognition software . Disabled people often develop adaptations which can be personal (e.g. strategies to suppress tics in public) or community (e.g. sign language in d/Deaf communities). As

Individualized Education Program - Misplaced Pages Continue

6804-453: A specific program. If the child needs additional services to access or benefit from special education, schools are required to provide the related services, which include: speech therapy, occupational or physical therapy, interpreters, medical services (for example, a nurse to perform procedures the child needs during the day, for example, catheterization), orientation and mobility services, parent counseling, and training to help parents support

6966-433: A statement regarding how the student's progress will be measured and how the parents will be informed in the process. After the IEP is developed, the IEP team determines placement—the environment in which the student's IEP can most readily be implemented. IDEA requires that the IEP is completed before placement decisions are made so that the student's educational needs drive the IEP development process. Schools may not develop

7128-521: A statistically small relationship between children's media use and ADHD-related behaviours exists. In November 2018, Cyberpsychology published a systematic review and meta-analysis of 5 studies that found evidence for a relationship between problematic smartphone use and impulsivity traits. In October 2020, the Journal of Behavioral Addictions published a systematic review and meta-analysis of 40 studies with 33,650 post-secondary student subjects that found

7290-436: A student with an IEP may be assessed on different standards than other students. Modifications can be made to the program's content, such as lowering criteria for academic success, decreasing alternative state assessments, such as off-grade level assessments, or allowing the student to receive a "focused grade"—a grade that is recognized in a high school diploma, but is noted as "focused". Specially designed instruction affects

7452-579: A symptom of ADHD for that person. In DSM-5, subtypes were discarded and reclassified as presentations of the disorder that change over time. The individual may also meet the criteria for hyperactivity-impulsivity, but the inattentive symptoms are predominant. The individual may also meet the criteria for inattention, but the hyperactive-impulsive symptoms are predominant. Girls and women with ADHD tend to display fewer hyperactivity and impulsivity symptoms but more symptoms of inattention and distractibility. Symptoms are expressed differently and more subtly as

7614-533: A systematic review of 11 studies where the data from all but one study suggested that heightened screen time for children is associated with attention problems. In July 2022, the Journal of Behavioral Addictions published a meta-analysis of 14 studies comprising 2,488 subjects aged 6 to 18 years that found significantly more severe problematic internet use in subjects diagnosed with ADHD to control groups. Systematic reviews in 2017 and 2020 found strong evidence that ADHD

7776-498: A weak-to-moderate positive association between mobile phone addiction and impulsivity. In January 2021, the Journal of Psychiatric Research published a systematic review of 29 studies including 56,650 subjects that found that ADHD symptoms were consistently associated with gaming disorder and more frequent associations between inattention and gaming disorder than other ADHD scales. In July 2021, Frontiers in Psychiatry published

7938-401: A wheelchair, multiple sclerosis , muscular dystrophy , obsessive–compulsive disorder (OCD), post-traumatic stress disorder (PTSD), spina bifida , and schizophrenia . This is not an exhaustive list and many injuries and medical problems cause disability. Some causes of disability, such as injuries, may resolve over time and are considered temporary disabilities . An acquired disability

8100-420: A word processor or laptop, taking tests in a quiet room, prompts and reminders for focus breaks for sensory needs, and assistance with specific subject areas. Modifications in the curriculum can occur if a student needs to learn material that the class has moved on from, like working on exponents while the class is moving on to applying them in the order of operations. They also may occur in grading rubrics, where

8262-438: Is 12 years. However, research indicates the age of onset should not be interpreted as a prerequisite for diagnosis given contextual exceptions. ADHD is divided into three primary presentations: The table "Symptoms" lists the symptoms for ADHD-I and ADHD-HI from two major classification systems. Symptoms which can be better explained by another psychiatric or medical condition which an individual has are not considered to be

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8424-642: Is a neurodevelopmental disorder characterized by executive dysfunction occasioning symptoms of inattention , hyperactivity, impulsivity and emotional dysregulation that are excessive and pervasive, impairing in multiple contexts, and developmentally-inappropriate . ADHD symptoms arise from executive dysfunction, and emotional dysregulation is often considered a core symptom. Impairments resulting from deficits in self-regulation such as time management , inhibition , and sustained attention can include poor professional performance, relationship difficulties, and numerous health risks, collectively predisposing to

8586-432: Is an impairment, restriction, or limitation is wrong. Instead what is seen as a disability is just a difference in the individual from what is considered "normal" in society. People-first language is one way to talk about disability which some people prefer. Using people-first language is said to put the person before the disability. Those individuals who prefer people-first language would prefer to be called, "a person with

8748-449: Is an increased risk of a missed ADHD diagnosis, possibly because of compensatory strategies in said individuals. Studies of adults suggest that negative differences in intelligence are not meaningful and may be explained by associated health problems. In children, ADHD occurs with other disorders about two-thirds of the time. Other neurodevelopmental conditions are common comorbidities. Autism spectrum disorder (ASD), co-occurring at

8910-423: Is associated with functional impairments in some of the brain's neurotransmitter systems , particularly those involving dopamine and norepinephrine . The dopamine and norepinephrine pathways that originate in the ventral tegmental area and locus coeruleus project to diverse regions of the brain and govern a variety of cognitive processes. The dopamine pathways and norepinephrine pathways which project to

9072-528: Is associated with increased suicide risk across all age groups, as well as growing evidence that an ADHD diagnosis in childhood or adolescence represents a significant future suicidal risk factor. Potential causes include ADHD's association with functional impairment, negative social, educational and occupational outcomes, and financial distress. A 2019 meta-analysis indicated a significant association between ADHD and suicidal spectrum behaviours (suicidal attempts, ideations, plans, and completed suicides); across

9234-407: Is both cultural and ideological in creation. According to the social model, equal access for someone with an impairment/disability is a human rights concern. The social model of disability has come under criticism. While recognizing the importance played by the social model in stressing the responsibility of society, scholars, including Tom Shakespeare , point out the limits of the model and urge

9396-400: Is both linked to novelty seeking and ADHD. The genes GFOD1 and CDH13 show strong genetic associations with ADHD. CDH13's association with ASD, schizophrenia , bipolar disorder, and depression make it an interesting candidate causative gene. Another candidate causative gene that has been identified is ADGRL3 . In zebrafish , knockout of this gene causes a loss of dopaminergic function in

9558-443: Is characterised by aggression, destruction of property, deceitfulness, theft and violations of rules. Adolescents with ADHD who also have CD are more likely to develop antisocial personality disorder in adulthood. Brain imaging supports that CD and ADHD are separate conditions: conduct disorder was shown to reduce the size of one's temporal lobe and limbic system , and increase the size of one's orbitofrontal cortex , whereas ADHD

9720-640: Is consistent with IDEA. The placement group bases its decision on the IEP and which placement option is appropriate for the child. The general education classroom is seen as the least restrictive environment. In addition to the general education teacher, there will also ideally be a special education teacher. The special education teacher adjusts the curriculum to the student's needs. Most school-age IEP students spend at least 80 percent of their school time in this setting with their peers. Research suggests students with special needs benefit from being included in general education and its curriculum. An integrated classroom

9882-511: Is controversial due to the differences between people with ADHD and the difficulty determining the influence of symptoms, such as distractibility, on lower scores rather than intellectual capacity. In studies of ADHD, higher IQs may be over-represented because many studies exclude individuals who have lower IQs despite those with ADHD scoring on average nine points lower on standardised intelligence measures. However, other studies contradict this, saying that in individuals with high intelligence, there

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10044-455: Is defined as the execution of a task or action. The ICF lists nine broad domains of functioning which can be affected: In concert with disability scholars, the introduction to the ICF states that a variety of conceptual models have been proposed to understand and explain disability and functioning, which it seeks to integrate. These models include the following: The medical model views disability as

10206-439: Is especially true in the UK, where it is argued under the social model that while someone's impairment (for example, having a spinal cord injury ) is an individual property, "disability" is something created by external societal factors such as a lack of accessibility. This distinction between the individual property of impairment and the social property of disability is central to the social model . The term "disabled people" as

10368-417: Is experienced differently based on the other multi-faceted identities of the individual is one often pointed out by disabled self-advocates. The ostracization of disability from mainstream society has created the opportunity for a disability culture to emerge. While disabled activists still promote the integration of disabled people into mainstream society, several disabled-only spaces have been created to foster

10530-806: Is generally understood to be a common symptom of ADHD. People with ADHD of all ages are more likely to have problems with social skills , such as social interaction and forming and maintaining friendships. This is true for all presentations. About half of children and adolescents with ADHD experience social rejection by their peers compared to 10–15% of non-ADHD children and adolescents. People with attention deficits are prone to having difficulty processing verbal and nonverbal language which can negatively affect social interaction. They may also drift off during conversations, miss social cues, and have trouble learning social skills. Difficulties managing anger are more common in children with ADHD, as are delays in speech, language and motor development. Poorer handwriting

10692-499: Is made up of mostly neurotypical children and several children who have IEPs. These are typically higher functioning children with disabilities that require help in areas of social skills. This setting allows them to model the behavior of neurotypical children. Typically, there is an aide in this classroom setting to assist those children with IEPs. The resource class is where the special education teacher works with small groups of students using techniques that work more efficiently with

10854-707: Is more common in children with ADHD. Poor handwriting can be a symptom of ADHD in itself due to decreased attentiveness. When this is a pervasive problem, it may also be attributable to dyslexia or dysgraphia . There is significant overlap in the symptomatologies of ADHD, dyslexia, and dysgraphia, and 3 in 10 people diagnosed with dyslexia experience co-occurring ADHD. Although it causes significant difficulty, many children with ADHD have an attention span equal to or greater than that of other children for tasks and subjects they find interesting. Certain studies have found that people with ADHD tend to have lower scores on intelligence quotient (IQ) tests. The significance of this

11016-576: Is no clear data on whether there is a direct relationship between ADHD and suicidality, or whether ADHD increases suicide risk through comorbidities. ADHD arises from brain maldevelopment especially in the prefrontal executive networks that can arise either from genetic factors (different gene variants and mutations for building and regulating such networks) or from acquired disruptions to the development of these networks and regions; involved in executive functioning and self-regulation. Their reduced size, functional connectivity, and activation contribute to

11178-408: Is not appropriate for the student. If a student is deaf or hard of hearing, the team is required to consider the child's language and communication needs, including the need to communicate with school personnel and peers, and the student's need for direct instruction in the child's language and communication mode. In the case of a child with limited English proficiency , the team is required to consider

11340-432: Is often comorbid with disruptive, impulse control, and conduct disorders. Oppositional defiant disorder (ODD) occurs in about 25% of children with an inattentive presentation and 50% of those with a combined presentation. It is characterised by angry or irritable mood, argumentative or defiant behaviour and vindictiveness which are age-inappropriate. Conduct disorder (CD) occurs in about 25% of adolescents with ADHD. It

11502-427: Is often due to iron deficiency anemia . However, restless legs can simply be a part of ADHD and requires careful assessment to differentiate between the two disorders. Delayed sleep phase disorder is also a common comorbidity. Individuals with ADHD are at increased risk of substance use disorders . This is most commonly seen with alcohol or cannabis . The reason for this may be an altered reward pathway in

11664-494: Is often hard to disengage from and is related to risks such as for internet addiction and types of offending behaviour. ADHD represents the extreme lower end of the continuous dimensional trait (bell curve) of executive functioning and self-regulation, which is supported by twin, brain imaging and molecular genetic studies. The precise causes of ADHD are unknown in most individual cases. Meta-analyses of studies of twins, families and molecular genetics have shown that

11826-443: Is present, people are particularly responsive to stimulant medication. The 7 repeat variant of dopamine receptor D4 (DRD4–7R) causes increased inhibitory effects induced by dopamine and is associated with ADHD. The DRD4 receptor is a G protein-coupled receptor that inhibits adenylyl cyclase . The DRD4–7R mutation results in a wide range of behavioural phenotypes , including ADHD symptoms reflecting split attention. The DRD4 gene

11988-506: Is required. This transition plan can be created at an earlier age if desired, but must be in place by the age of sixteen. A typical IEP team and team meeting includes: The following people are invited, but not required to, attend: Parents are to be considered full and equal members of the IEP team along with school personnel. Parents have the right to be involved in meetings that discuss the identification, evaluation, IEP development, and educational placement of their children. They also have

12150-492: Is the idea that disability is constructed by social expectations and institutions rather than biological differences. Highlighting the ways society and institutions construct disability is one of the main focuses of this idea. In the same way that race and gender are not biologically fixed, neither is disability. Around the early 1970s, sociologists, notably Eliot Friedson, began to argue that labeling theory and social deviance could be applied to disability studies. This led to

12312-403: Is the result of impairments that occur suddenly or chronically during the lifespan, as opposed to being born with the impairment. Invisible disabilities may not be obviously noticeable. The medical model focuses heavily on finding treatments, cures, or rehabilitative practices for disabled people. Assistive technology is a generic term for devices and modifications (for a person or within

12474-532: The International Journal of Environmental Research and Public Health published a systematic review of 24 studies researching associations between internet gaming disorder (IGD) and various psychopathologies that found an 85% correlation between IGD and ADHD. In October 2018, PNAS USA published a systematic review of four decades of research on the relationship between children and adolescents' screen media use and ADHD-related behaviours and concluded that

12636-500: The Middle Ages , disabled people were still able to play significant roles in the rural production based economy, allowing them to make genuine contributions to daily economic life. The Industrial Revolution and the advent of capitalism made it so that people were no longer tied to the land and were then forced to find work that would pay a wage in order to survive. The wage system, in combination with industrialized production, transformed

12798-482: The World Health Organization , distinguishes between body functions (physiological or psychological, such as vision) and body structures (anatomical parts, such as the eye and related structures). Impairment in bodily structure or function is defined as involving an anomaly, defect, loss or other significant deviation from certain generally accepted population standards, which may fluctuate over time. Activity

12960-445: The medical model and the social model . The medical model serves as a theoretical framework that considers disability as an undesirable medical condition that requires specialized treatment. Those who ascribe to the medical model tend to focus on finding the root causes of disabilities, as well as any cures—such as assistive technology. The social model centers disability as a societally-created limitation on individuals who do not have

13122-478: The organophosphate insecticides chlorpyrifos and dialkyl phosphate is associated with an increased risk; however, the evidence is not conclusive. Exposure to tobacco smoke during pregnancy can cause problems with central nervous system development and can increase the risk of ADHD. Nicotine exposure during pregnancy may be an environmental risk. Extreme premature birth , very low birth weight , and extreme neglect, abuse, or social deprivation also increase

13284-612: The personal computer has become more ubiquitous, various organizations have formed to develop software and hardware to make computers more accessible for disabled people. Some software and hardware, such as Voice Finger , Freedom Scientific 's JAWS , the Free and Open Source alternative Orca etc. have been specifically designed for disabled people while other software and hardware, such as Nuance 's Dragon NaturallySpeaking , were not developed specifically for disabled people, but can be used to increase accessibility. The LOMAK keyboard

13446-439: The prefrontal cortex and striatum are directly responsible for modulating executive function (cognitive control of behaviour), motivation, reward perception, and motor function; these pathways are known to play a central role in the pathophysiology of ADHD. Larger models of ADHD with additional pathways have been proposed. In children with ADHD, there is a general reduction of volume in certain brain structures, with

13608-487: The rewards circuit (including the OFC, the anterior cingulate cortex , and striatum ) for both IGD and ADHD subjects. In March 2022, JAMA Psychiatry published a systematic review and meta-analysis of 87 studies with 159,425 subjects 12 years of age or younger that found a small but statistically significant correlation between screen time and ADHD symptoms in children. In April 2022, Developmental Neuropsychology published

13770-477: The 1830s of l'homme moyen – the average man. Quetelet postulated that one could take the sum of all people's attributes in a given population (such as their height or weight) and find their average and that this figure should serve as a statistical norm toward which all should aspire. This idea of the statistical norm threads through the rapid take-up of statistics gathering by Britain, the United States, and

13932-431: The 5:1 male-to-female sex ratio in the epidemiology of ADHD suggests that ADHD may be the end of a continuum where males are overrepresented at the tails , citing clinical psychologist Simon Baron-Cohen 's suggestion for the sex ratio in the epidemiology of autism as an analogue. Natural selection has been acting against the genetic variants for ADHD over the course of at least 45,000 years, indicating that it

14094-423: The ADHD population, as have mood disorders (especially bipolar disorder and major depressive disorder ). Boys diagnosed with the combined ADHD subtype are more likely to have a mood disorder. Adults and children with ADHD sometimes also have bipolar disorder, which requires careful assessment to accurately diagnose and treat both conditions. Sleep disorders and ADHD commonly co-exist. They can also occur as

14256-538: The Ancient Greeks may not have viewed persons with disability all that differently from more able-bodied individuals as terms describing them in their records appear to be very vague. As long as the disabled person in question could still contribute to society, the Greeks appeared to tolerate them. During the Middle Ages , madness and other conditions were thought to be caused by demons. They were also thought to be part of

14418-473: The IEP) particularly with language-based instruction. For some students, teachers may need to present information through the use of manipulatives. For other students, teachers may need to select and teach only important key concepts and then alter evaluation activities and criteria to match this content change. The IEP team determines whether a specific type of instruction is included in a student's IEP. Generally, if

14580-476: The Rights of Persons with Disabilities defines disability as including: long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder [a person's] full and effective participation in society on an equal basis with others. Disabilities have been perceived differently throughout history, through a variety of different theoretical lenses. There are two main models that attempt to explain disability in our society:

14742-458: The Western European states during this time period, and it is tied to the rise of eugenics . Disability, as well as the concepts of abnormal, non-normal, and normalcy, came from this. The circulation of these concepts is evident in the popularity of the freak show , where showmen profited from exhibiting people who deviated from those norms. With the rise of eugenics in the latter part of

14904-521: The ability to initiate evaluations for special education service eligibility, they are unqualified to make medical diagnoses. Attention deficit hyperactive disorder (ADHD), autism spectrum disorder (ASD), and physical and developmental delays must be diagnosed by a clinician, whether nurse-practitioner or physician. When children are diagnosed early, they can start receiving services at earlier stages of development. State health and/or education departments offer early intervention services for children under

15066-429: The age of three years, while the public school system offers services for children from ages three through twenty-one. The IEP team includes the student, the student's parent(s) or legal guardian(s), a special education teacher, at least one general-education teacher, a representative of the school or of the school district who is knowledgeable about the availability of school resources, and an individual who can interpret

15228-422: The brains of ADHD individuals, self-treatment and increased psychosocial risk factors. This makes the evaluation and treatment of ADHD more difficult, with serious substance misuse problems usually treated first due to their greater risks. Other psychiatric conditions include reactive attachment disorder , characterised by a severe inability to appropriately relate socially, and cognitive disengagement syndrome ,

15390-410: The child out in general education classes. This is done in order to make sure the child will succeed without need of the special education program . If the child can be successful in a general classroom, then there is no more need for the child to be in special education . If the child is unable to be successful in the general education classes, the IEP participants will come back together to see why

15552-399: The child was not succeeding. The goal of the school is to have the child succeed in school no matter the resources needed to get them there. There is limited consensus if extra time on tests compensates for a student's processing speed difficulties or if it would benefit all students with and without disability by inflating scores, possibly related to the limited consistency in eligibility and

15714-600: The child. The IEP should be implemented as soon as possible after the child is determined eligible. IDEA does not state specific time frames for each step, but each state determines its own laws for identifying the criteria regarding education and how it should be followed. States have added specific timelines that schools must follow for the eligibility, IEP development, and IEP implementation milestones. As outlined by IDEA, students can receive free appropriate education under special education law if they fall under one of 14 categories: Although teachers and school psychologists have

15876-430: The creation of the social construction of disability theory. The social construction of disability is the idea that disability is constructed as the social response to a deviance from the norm. The medical industry is the creator of the ill and disabled social role. Medical professionals and institutions, who wield expertise over health, have the ability to define health and physical and mental norms. When an individual has

16038-540: The disability affects the student's learning, and choose a federal placement for the student. In the US, the Individuals with Disabilities Education Act (IDEA) requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education . As long as a student qualifies for special education, the IEP is mandated to be regularly maintained and updated up to

16200-399: The disability prevents the student from receiving an appropriate education in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be the student's current academic level and needs as evident by the disability. Some of the more common placement settings include the general education classroom, an integrated class,

16362-424: The disorder is primarily genetic with a heritability rate of 70-80%, where risk factors are highly accumulative. The environmental risks are not related to social or familial factors; they exert their effects very early in life, in the prenatal or early postnatal period. However, in rare cases, ADHD can be caused by a single event including traumatic brain injury , exposure to biohazards during pregnancy, or

16524-616: The disorder than siblings of children without the disorder. The association of maternal smoking observed in large population studies disappears after adjusting for family history of ADHD, which indicates that the association between maternal smoking during pregnancy and ADHD is due to familial or genetic factors that increase the risk for the confluence of smoking and ADHD. ADHD presents with reduced size, functional connectivity and activation as well as low noradrenergic and dopaminergic functioning in brain regions and networks crucial for executive functioning and self-regulation. Typically,

16686-583: The disorder) tends to be much higher. However their usefulness as tools for diagnosis is limited as no single gene predicts ADHD. ASD shows genetic overlap with ADHD at both common and rare levels of genetic variation. In addition to genetics, some environmental factors might play a role in causing ADHD. Alcohol intake during pregnancy can cause fetal alcohol spectrum disorders which can include ADHD or symptoms like it. Children exposed to certain toxic substances, such as lead or polychlorinated biphenyls , may develop problems which resemble ADHD. Exposure to

16848-454: The educational program provided to a child with a disability and to the written document that describes that educational program. The IDEA requires that an IEP be written according to the needs of each student who is eligible under the IDEA; an IEP must also meet state regulations. The following must be included: An IEP must also include other pertinent information found necessary by the team, such as

17010-414: The evidence is weak and may apply to only children with food sensitivities . The European Union has put in place regulatory measures based on these concerns. In a minority of children, intolerances or allergies to certain foods may worsen ADHD symptoms. Individuals with hypokalemic sensory overstimulation are sometimes diagnosed as having ADHD, raising the possibility that a subtype of ADHD has

17172-414: The extent that the child will not participate in general education, a description of all modifications in statewide or district-wide assessments, the projected date for services to begin and their expected duration, the annual statement of transition service needs (beginning at age 14), a statement of inter-agency responsibilities to ensure continuity of services when the student leaves school (by age 16), and

17334-412: The field include Marta Russell , Robert McRuer , Johanna Hedva , Laura Hershey , Irving Zola , and many more. Prominent disability scholar Lennard J. Davis notes that disability studies should not be considered a niche or specialized discipline, but instead is applicable to a wide range of fields and topics. The International Classification of Functioning, Disability and Health (ICF), produced by

17496-715: The gods. In Ancient Egypt , staffs were frequently used in society. A common usage for them was for older persons with disabilities to help them walk. Provisions that enabled individuals with impaired mobility to access temples and healing sanctuaries were made in ancient Greece. Specifically, by 370 B.C., at the most important healing sanctuary in the wider area, the Sanctuary of Asclepius at Epidaurus , there were at least 11 permanent stone ramps that provided access to mobility-impaired visitors to nine different structures; evidence that people with disabilities were acknowledged and cared for, at least partly, in ancient Greece. In fact,

17658-668: The groups targeted by the Nazi regime in Germany, resulting in approximately 250,000 disabled people being killed during the Holocaust . At the end of the Second World War , with the example of Nazi eugenics , eugenics faded from public discourse , and increasingly disability cohered into a set of attributes to which medicine could attend – whether through augmentation, rehabilitation, or treatment. In both contemporary and modern history, disability

17820-459: The high rate of unemployment among those with a diagnosis of mental illness. People with health conditions such as arthritis , bipolar disorder , HIV , or multiple sclerosis may have periods of wellness between episodes of illness. During the illness episodes people's ability to perform normal tasks, such as work, can be intermittent. Attention deficit hyperactivity disorder Attention deficit hyperactivity disorder ( ADHD )

17982-458: The highest degree of structure, routine, and consistency. Other types of placements include RSP (within a resource room), Special Day Class, Self Contained Class, Co-Teacher and specialized classes, or sub-specialties taught by a special education teacher. The school's special education program is funded by the federal government. The funding is based on the overall student attendance. School personnel have an obligation to provide parents with

18144-405: The implementation of their child's IEP, psychological or counseling services, recreation services, rehabilitation, social work services, and transportation. If necessary a student is provided with specialized transportation. This can be the case if the student has a severe disability and requires a wheelchair, or is identified to have an emotional problem. Before an IEP is written for a student with

18306-469: The importance of close collaboration between health services to avoid clinical overshadowing. In June 2021, Neuroscience & Biobehavioral Reviews published a systematic review of 82 studies that all confirmed or implied elevated accident-proneness in ADHD patients and whose data suggested that the type of accidents or injuries and overall risk changes in ADHD patients over the lifespan. In January 2014, Accident Analysis & Prevention published

18468-599: The individual ages. Hyperactivity tends to become less overt with age and turns into inner restlessness, difficulty relaxing or remaining still, talkativeness or constant mental activity in teens and adults with ADHD. Impulsivity in adulthood may appear as thoughtless behaviour, impatience, irresponsible spending and sensation-seeking behaviours, while inattention may appear as becoming easily bored, difficulty with organization, remaining on task and making decisions, and sensitivity to stress. Although not listed as an official symptom, emotional dysregulation or mood lability

18630-444: The instructional content, method of instructional delivery, and the performance methods and criteria that are necessary to help the student make meaningful educational progress. This instruction is designed by or with an appropriately credentialed special education teacher or related service provider. Students may have better success with small-group instruction as presented in a resource room (mandated by program and placement outlined in

18792-401: The instructional implications of the results of the student's evaluation (such as the school psychologist). The parent or school may also bring other individuals who have knowledge or special expertise regarding the child, for example, speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child or someone to assist the parent in advocating for

18954-460: The language needs of the child as those needs relate to the child's IEP. A matrix is drafted containing the student's present level of performance, indicators about ways the student's disability influences participation and progress in the general curriculum, a statement of measurable goals that include benchmarks or short-term objectives, the specific educational services to be provided which include program modifications or supports, an explanation of

19116-508: The law—though there are still political issues that enable or advance the oppression of disabled people. Although disability activism serves to dismantle ableist systems, social norms relating to the perception of disabilities are often reinforced by tropes used by the media. Since negative perceptions of disability are pervasive in modern society, disabled people have turned to self-advocacy in an attempt to push back against their marginalization. The recognition of disability as an identity that

19278-537: The length of extra time granted between studies. Another explanation factor are differences in the speededness of tests, where extra time on high speededness tests can result in inflation of scores for all students, while extra time on moderate speededness tests can mainly benefit students with processing speed difficulties. In some cases, people may go undiagnosed because of strong visual memories and oral skills they possess, which can mask symptoms of having an impaired learning disorder. A school might be motivated to deny

19440-485: The likelihood of a significant disability. For example, a child may complete fewer/different parts of a homework assignment or an assessment than other students. They may also write shorter papers or be given different projects and assignments in replacement of the original task. Accommodations may also include provisions such as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, extended time for tests and assignments, use of

19602-408: The medical approach to disability. Due to this work, physical barriers to access were identified. These conditions functionally disabled them, and what is now known as the social model of disability emerged. Coined by Mike Oliver in 1983, this phrase distinguishes between the medical model of disability – under which an impairment needs to be fixed – and the social model of disability – under which

19764-562: The medical model, medical care is viewed as the main issue, and at the political level, the principal response is that of modifying or reforming healthcare policy. The medical model focuses on finding causes and cures for disabilities. There are many causes of disability that often affect basic activities of daily living , such as eating, dressing, transferring, and maintaining personal hygiene ; or advanced activities of daily living such as shopping, food preparation, driving, or working. However, causes of disability are usually determined by

19926-409: The methodology is an essential part of what is required to meet the individualized needs of the student, the methodology is included. For instance, if a student has a learning disability and has not learned to read using traditional methods, then another method is used. When including such an IEP recommendation, the team describes the components of the appropriate type of methodology, as opposed to naming

20088-550: The natural order, especially during and in the fallout of the Black Death , which wrought impairments throughout the general population. In the early modern period there was a shift to seeking biological causes for physical and mental differences, as well as heightened interest in demarcating categories: for example, Ambroise Pare, in the sixteenth century, wrote of "monsters", "prodigies", and "the maimed". The European Enlightenment 's emphases on knowledge derived from reason and on

20250-457: The need for a new model that will overcome the "medical vs. social" dichotomy. The limitations of this model mean that often the vital services and information persons with disabilities face are simply not available, often due to limited economic returns in supporting them. Some say medical humanities is a fruitful field where the gap between the medical and the social model of disability might be bridged. The social construction of disability

20412-410: The need for special education programs and services and the extent to which the child would receive these services. After the student is determined to be eligible for special education services, the IEP team is required to develop an IEP to be implemented as soon as possible after eligibility is determined. Using the results of the full individual evaluation (FIE), the IEP team works together to identify

20574-400: The needs of their child, such as a parent advocate or an attorney. If appropriate, the child may also participate in IEP team meetings. If the student is over fourteen, they should be invited to become a part of the IEP team. Additionally, when the student is sixteen years of age, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition

20736-493: The nineteenth century, such deviations were viewed as dangerous to the health of entire populations. With disability viewed as part of a person's biological make-up and thus their genetic inheritance, scientists turned their attention to notions of weeding such as "deviations" out of the gene pool. Various metrics for assessing a person's genetic fitness were determined and were then used to deport , sterilize, or institutionalize those deemed unfit. People with disabilities were one of

20898-458: The other. Additionally, traumatic events in childhood are a risk factor for ADHD; they can lead to structural brain changes and the development of ADHD behaviours. Finally, the behavioural consequences of ADHD symptoms cause a higher chance of the individual experiencing trauma (and therefore ADHD leads to a concrete diagnosis of a trauma-related disorder). Some non-psychiatric conditions are also comorbidities of ADHD. This includes epilepsy ,

21060-401: The parent in school activities, little has been written on how to better involve parents of special education students. The U.S. Office of Education 1998 revisions to IDEA contained major changes designed to increase the parent's involvement in the educational process. These revisions required school districts to invite the parent to be involved in the diagnosis of the disability, determination of

21222-487: The parents and other providers of services. In the United Kingdom , the equivalent document is called an Individual Education System. Disability Disability is the experience of any condition that makes it more difficult for a person to do certain activities or have equitable access within a given society. Disabilities may be cognitive , developmental , intellectual , mental , physical , sensory , or

21384-466: The parents), and the academic, developmental, and functional needs of the student. The team must also consider areas of deficit. Corresponding annual goals and objectives should be created to improve these areas. In the case of a student whose behavior impedes their own learning or that of other children, the team is required to consider positive behavior intervention and support to address the behavior. A Functional Behavior Assessment (FBA) may be required by

21546-401: The pathophysiology of ADHD, as well as imbalances in the noradrenergic and dopaminergic systems that mediate these brain regions. Genetic factors play an important role; ADHD has a heritability rate of 70-80%. The remaining 20-30% of variance is mediated by de-novo mutations and non-shared environmental factors that provide for or produce brain injuries; there is no significant contribution of

21708-531: The point of high school graduation or prior to the 21st or 22nd birthday. If a student in special education attends university upon graduation, they are no longer "children with disabilities" under the Individuals with Disabilities Education Improvement Act of 2004 and are instead protected under Section 504 of the Rehabilitation Act . The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The term IEP refers to both

21870-531: The province or territory. The IEP system in Canada functions relatively similarly to the US, though regulations vary between provinces. Germany and Sweden have applied Individual educational plans. In Saudi Arabia , the document is known as an Individual Education Program. In Saudi Arabia, all schools must provide an IEP for all students who have disabilities. The process of creating an IEP in Saudi Arabia may exclude

22032-562: The purposes of the Americans with Disabilities Act of 1990 , the US Equal Employment Opportunity Commission regulations provide a list of conditions that should easily be concluded to be disabilities: amputation , attention deficit hyperactivity disorder (ADHD), autism , bipolar disorder , blindness , cancer , cerebral palsy , deafness , diabetes , epilepsy , HIV/AIDS , intellectual disability , major depressive disorder , mobility impairments requiring

22194-760: The rearing family and social environment. Very rarely, ADHD can also be the result of abnormalities in the chromosomes. In November 1999, Biological Psychiatry published a literature review by psychiatrists Joseph Biederman and Thomas Spencer found the average heritability estimate of ADHD from twin studies to be 0.8, while a subsequent family , twin, and adoption studies literature review published in Molecular Psychiatry in April 2019 by psychologists Stephen Faraone and Henrik Larsson that found an average heritability estimate of 0.74. Additionally, evolutionary psychiatrist Randolph M. Nesse has argued that

22356-418: The right to ask questions, dispute points, and request modifications to the plan, as do all members of the IEP team. Although the IEP team are required to work toward a consensus, school personnel are ultimately responsible for ensuring that the IEP includes the services that the student needs. School districts are obligated by law to make a proposal for services to the parent. If an agreement cannot be reached,

22518-532: The risk as do certain infections during pregnancy, at birth, and in early childhood. These infections include, among others, various viruses ( measles , varicella zoster encephalitis , rubella , enterovirus 71 ). At least 30% of children with a traumatic brain injury later develop ADHD and about 5% of cases are due to brain damage. Some studies suggest that in a small number of children, artificial food dyes or preservatives may be associated with an increased prevalence of ADHD or ADHD-like symptoms, but

22680-447: The same ability as the majority of the population. Although the medical model and social model are the most common frames for disability, there are a multitude of other models that theorize disability. There are many terms that explain aspects of disability. While some terms solely exist to describe phenomena pertaining to disability, others have been centered around stigmatizing and ostracizing those with disabilities. Some terms have such

22842-600: The same way one refers to 'Muslims,' 'African-Americans,' 'Lesbian/Gay/Bisexual/Transgender/Queer,' 'Chinese,' 'gifted,' 'athletic,' or 'Jewish.' Similarly, Deaf communities in the US reject people-first language in favor of identity-first language. In 2021, the US Association on Higher Education and Disability (AHEAD) announced their decision to use identity-first language in their materials, explaining: "Identity-first language challenges negative connotations by claiming disability directly. Identity-first language references

23004-582: The school district cannot delay in providing the services which it believes are the best services to ensure that the student receives an effective educational program. Most schools do not automatically provide parents a knowledgeable person to guide them through the IEP process. Parents usually have to do the research to know what their child's rights are and what the school can do to help their child. IEP's are not automatically given to children whose parents believe they need special education resources. The child will be put through multiple different tests provided by

23166-510: The school to determine if the child will need special education resources. For these tests, parents are not allowed to decide which test will be conducted on their child but are required to give consent to have the school test the child. After parents decide and consent to have their child tested by the school, the district will have no more than 60 calendar days to complete the assessment on the child and put an IEP plan meeting in place. Based on these test results, an IEP plan would be put together in

23328-411: The similarity in presentation between different diagnoses. The symptoms of ADHD and PTSD can have significant behavioural overlap—in particular, motor restlessness, difficulty concentrating, distractibility, irritability/anger, emotional constriction or dysregulation, poor impulse control, and forgetfulness are common in both. This could result in trauma-related disorders or ADHD being mis-identified as

23490-486: The skeletons was a male about 15 years old who had spina bifida . The condition meant that the boy, probably paralyzed below the waist, was taken care of in a hunter-gatherer community. Disability was not viewed as a means of divine punishment and therefore disabled individuals were neither exterminated nor discriminated against for their impairments. Many were instead employed in different levels of Mesopotamian society including working in religious temples as servants of

23652-461: The society that limits a person needs to be fixed. Like many social categories, the concept of "disability" is under heavy discussion amongst academia, the medical and legal worlds, and the disability community. The academic discipline focused on theorizing disability is disability studies , which has been expanding since the late twentieth century. The field investigates the past, present, and future constructions of disability, along with advancing

23814-425: The statutory provisions. They include the right to examine records, advance notification of intent to change the educational program, the right to engage in mediation, and a right to an impartial due process hearing. The child will stay in special education unless their parents or legal guardians request removal or if the child met all their IEP goals and re-tests out. Some special education programs will slowly test

23976-438: The student's disability and how the disability affects the learning process. The IEP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively. Developing an IEP requires the team to evaluate the student in all areas of disability, consider the student's ability to access the general education curriculum, consider how

24138-440: The student's present level of educational performance, as well as the student's specific academic and any related or special services that the child needs in order to benefit from their education. When developing an IEP, the team must consider the strengths of the student, the concerns of the parent for their student's education, results of the initial or most recent evaluation of the child (including private evaluations conducted by

24300-433: The students. This setting is available for students who spend between 40 and 79 percent of their time in the general education classroom. The term "resource" in this context refers to the amount of time spent outside general education, not the form of instruction. Another setting option is the separate classroom. When students spend less than 40 percent of their day in the general education class, they are said to be placed in

24462-441: The studies examined, the prevalence of suicide attempts in individuals with ADHD was 18.9%, compared to 9.3% in individuals without ADHD, and the findings were substantially replicated among studies which adjusted for other variables. However, the relationship between ADHD and suicidal spectrum behaviours remains unclear due to mixed findings across individual studies and the complicating impact of comorbid psychiatric disorders. There

24624-426: The team to address the behavioral concerns. An FBA is conducted by a child psychologist with input from the IEP team. The IEP team is required to consider the student's communication needs. For example, if a student is blind or visually impaired, the IEP is mandated to provide instruction in braille unless an evaluation of the student's reading and writing skills, needs, and future needs indicate that this instruction

24786-416: The value of natural science to human progress helped spawn the birth of institutions and associated knowledge systems that observed and categorized human beings; among these, the ones significant to the development of today's concepts of disability were asylums , clinics , and prisons . Contemporary concepts of disability are rooted in eighteenth- and nineteenth-century developments. Foremost among these

24948-511: The variety that exists in how our bodies and brains work with a myriad of conditions that exist, and the role of inaccessible or oppressive systems, structures, or environments in making someone disabled." Invisible disabilities, also known as Hidden Disabilities or Non-visible Disabilities (NVD), are disabilities that are not immediately apparent, or seeable. They are often chronic illnesses and conditions that significantly impair normal activities of daily living. Invisible disabilities can hinder

25110-581: The ventral diencephalon and the fish display a hyperactive/impulsive phenotype . For genetic variation to be used as a tool for diagnosis, more validating studies need to be performed. However, smaller studies have shown that genetic polymorphisms in genes related to catecholaminergic neurotransmission or the SNARE complex of the synapse can reliably predict a person's response to stimulant medication . Rare genetic variants show more relevant clinical significance as their penetrance (the chance of developing

25272-439: The viewpoint that disability is a complex social identity from which we can all gain insight. As disabilities scholar Claire Mullaney puts it, "At its broadest, disability studies encourages scholars to value disability as a form of cultural difference". Scholars of the field focus on a range of disability-related topics, such as ethics, policy and legislation, history, art of the disability community, and more. Notable scholars from

25434-528: The way bodies were viewed as people were increasingly valued for their ability to produce like machines. Capitalism and the industrial revolution effectively solidified this class of "disabled" people who could not conform to the standard worker 's body or level of work power. As a result, disabled people came to be regarded as a problem, to be solved or erased. In the early 1970s, the disability rights movement became established, when disability activists began to challenge how society treated disabled people and

25596-552: Was designed in New Zealand specifically for persons with disabilities. The World Wide Web consortium recognized a need for International Standards for Web Accessibility for persons with disabilities and created the Web Accessibility Initiative (WAI). As at Dec 2012 the standard is WCAG 2.0 (WCAG = Web Content Accessibility Guidelines). The social model of disability sees "disability" as a socially created problem and

25758-575: Was not an adaptative trait in ancient times. The disorder may remain at a stable rate by the balance of genetic mutations and removal rate (natural selection) across generations; over thousands of years, these genetic variants become more stable, decreasing disorder prevalence. Throughout human evolution, the EFs involved in ADHD likely provide the capacity to bind contingencies across time thereby directing behaviour toward future over immediate events so as to maximise future social consequences for humans. ADHD has

25920-467: Was often viewed as a by-product of incest between first-degree relatives or second-degree relatives . Disability scholars have also pointed to the Industrial Revolution , along with the economic shift from feudalism to capitalism , as prominent historical moments in the understanding of disability. Although there was a certain amount of religious superstition surrounding disability during

26082-473: Was shown to reduce connections in the cerebellum and prefrontal cortex more broadly. Conduct disorder involves more impairment in motivation control than ADHD. Intermittent explosive disorder is characterised by sudden and disproportionate outbursts of anger and co-occurs in individuals with ADHD more frequently than in the general population. Anxiety and mood disorders are frequent comorbidities. Anxiety disorders have been found to occur more commonly in

26244-533: Was the development of clinical medical discourse, which made the human body visible as a thing to be manipulated, studied, and transformed. These worked in tandem with scientific discourses that sought to classify and categorize and, in so doing, became methods of normalization . The concept of the "norm" developed in this time period, and is signaled in the work of the Belgian statistician , sociologist , mathematician , and astronomer Adolphe Quetelet , who wrote in

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