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Science, Technology And Innovation
ADHD Students and Best Practices
The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a
By:
Edwin Castel
Thursday, Mar 6, 2025
WATER, ENERGY, AND THE ENVIRONMENT
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Users with low vision who view content under magnification will be better able to view content on ho
The intent of this condition is to ensure that additional content which may appear on hover of a target may also be hovered itself. Content which appears on hover can be difficult or impossible to perceive if a user is required to keep their mouse pointer over the trigger. When the added content is large, magnified views may mean that the user needs to scroll or pan to completely view it, which is impossible unless the user is able to move their pointer off the trigger without the additional content disappearing.
Another common situation is when large pointers have been selected via platform settings or assistive technology. Here, the pointer can obscure a significant area of the additional content. A technique to view the content fully in both situations is to move the mouse pointer directly from the trigger onto the new content. This capability also offers significant advantages for users who utilize screen reader feedback on mouse interactions. This condition generally implies that the additional content overlaps or is positioned adjacent to the target.
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Vijayalaxmi Santosh Mhetre
Tuesday, Nov 12, 2024
WATER, ENERGY, AND THE ENVIRONMENT
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AGRI-FOOD SYSTEMS
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Thursday, Aug 22, 2024

AGRI-FOOD SYSTEMS
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Monday, Aug 19, 2024
How ADHD Affects School Performance
How ADHD Affects School Performance
Posted by: AAP Bridge

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Deficit / Hyperactivity Disorder (ADHD)
ADHD is one of the most common neurodevelopmental disorders of childhood. Symptoms start in childhood and often last into adulthood.Identifying signs and symptoms of ADHD can help lead to a diagnosis, which is a process with several steps.Treatment can involve a combination of behavior therapy and medication.
By:
Umesha
Monday, Aug 19, 2024
SCIENCE, TECHNOLOGY AND INNOVATION
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Almost all children have times when their attention or behavior veers out of control. However, for some children, these types of behaviors are more than an occasional problem. Children with attention-deficit/hyperactivity disorder (ADHD) have behavior problems that are so frequent and severe that they interfere with their ability to function adequately on a daily basis.
By:
Umesha
Monday, Aug 19, 2024
SCIENCE, TECHNOLOGY AND INNOVATION
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Legal Requirements for Identification of and Educational Services for Children With ADHD
Two important federal mandates protect the rights of eligible children with ADHD-the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a "free appropriate public education" to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.
By:
Umesha
Friday, Aug 16, 2024
SCIENCE, TECHNOLOGY AND INNOVATION

SCIENCE, TECHNOLOGY AND INNOVATION
Thursday, Aug 8, 2024

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Signs of Adult ADHD
Verbal Redirection: Many students with ADHD require frequent redirection.Redirect students using clear, concise, and inconspicuously delivered verbal cuesto remind students of desired behaviors, rather than long explanations.
Corrective Feedback: Some students with ADHD require brief, simplecorrection for disruptive behaviors. Correction should be directed at the student’sbehavior, not the student (e.g., “No shout-outs. Please raise your hand beforeanswering the question” vs. “stop being disruptive!”). Provide the feedbackimmediately following the behavior. Provide correction in a calm manner and inclose proximity to the student (Piffner, 2011). Avoid humiliating the studentwhen correcting his behavior.
Options for Students: When providing corrective feedback or redirecting thestudent, it is often helpful to provide the student with options. For example, “Sue,you can do the assignment now, during lunch, or after school.”
By:
Umesha
Wednesday, Aug 14, 2024
SCIENCE, TECHNOLOGY AND INNOVATION
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By:
Anne miller New vijayalaxmi santosh mhetre mali
Friday, Aug 16, 2024
SCIENCE, TECHNOLOGY AND INNOVATION
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Psychiatric illnesses of young people in America
By:
Umesha
Wednesday, Aug 7, 2024
SCIENCE, TECHNOLOGY AND INNOVATION

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