Dark Impact of Remote Learning for Students with Disabilities

Dark Impact of Remote Learning for Students with Disabilities

Dark Impact of Remote Learning for Students with Disabilities

COVID 19 has caused pandemic that brought a lot of changes to our way of living. One of the most affected areas is education, especially for students with disabilities. The pandemic has resulted in schools shut all across the world and as result, education has changed drastically with the rise of remote learning where lectures will take place remotely on digital platforms.

While schools are having transition from traditional face to face classes to online education, there are several issues that must be given attention to. A big portion of that is the disadvantages of remote learning to students with ADHD.

The following are the barriers to education through remote-learning practices that students with disabilities may encounter along the process.

 

Need for one on one instructional support challenges.

Students tend to learn faster, master more instructions and remember lessons in one-on-one teacher and student interaction or the traditional face to face learning method. One-on-one learning relationships encourage students to take control over their studies, have the confidence to communicate what they need, and receive the attention that will enable them to focus on what they’re doing.

Now that classes will be through online learning formats, there are several things to worry about. Teachers paying attention to students and their educational requirement will not be as personal as before. Giving the students the instructions online is different from supporting and guiding them.

Behavior Modification and intervention needs.

Nobody can’t force a child to change his behavior. However, there is one thing you can do. Change the environment in a way that he’ll be more motivated to change. Behavior modification is about modifying the environment in a way that your child has more incentive to follow the rules.

While behavioral intervention for ADHD students is finding a way to understand and modify or change behaviors that interfere with the student’s ability to learn.

The need to modify a child’s behavior depends on the personality of the students. When developing behavior interventions, it is important to remember that every ADHD child is different.

With the students having more time at school than at home, behavior modification and intervention is often exercised at school by their teachers. A change in learning environment is a factor to look at. Students are expected to also change their behavior in a different environment. They can lose their focus, get distracted easily and take a more relaxed approach to their studies.

 

Mental Health issues:  Depression, Anxiety and Isolation.

For some people, depression, anxiety and ADHD happen to co-exist, but for others, depression or anxiety is a result of ADHD, with low self-esteem and a poor self-image caused by ongoing feelings of being overwhelmed by life due to many ADHD symptoms that they are dealing with on a daily basis.-

Studying at home with ADHD alone is a challenge, what more if the student is suffering from depression and anxiety? How hard can it be for them to accomplish remote learning? It will be difficult for students to complete tasks that require high-motor and cognitive skills. They may feel confused, scatterbrained, overwhelmed or easily frustrated. Even basic everyday tasks become difficult for them.

 

Students with disabilities are at higher risk due to the needs and impacts for remote learning mentioned above. Amid the challenges and risks, the most important thing to keep in mind is the education and safety of students and teachers must be balanced. Education is important but enjoying and learning through the process is what makes it more valuable.

Can you think of other challenges that might get in the way during remote learning sessions?

What are those and how do you think will it affect the quality of a student’s education?

Let me know your concerns on this matter, go ahead and Ask Raz! for personal feedback, just click the link: https://www.razcoaching.com/ask_raz/

If you have anything to share please feel free to reach out to me at www.razcoaching.com  or www. coachingacademics.com. [email protected] Or follow my www.Instagram.com/razcoaching. I do daily mini blogs with tips of inspiration.  There’s something in there for you that can help you with your focus for the day.

How One ADHD College Student Deals With Challenges

Listen to Ross, a college student with ADHD, talk with Academic and Career Coach Michelle Raz of Raz Coaching about his Challenges with ADHD as a college student.

In this episode Ross and Michelle dig deep into his journey through figuring out what works for him to be a successful college student managing ADHD on his own.   You will learn the words of advice Ross got to get through the boring and mundane work and how he had to look within himself to find solutions to his problems. The support source he has received enables him to face his failures and feeling of shame.  Hear what it took to get him on a positive academic path.

A key takeaway for him and pivotal question he began to ask himself when procrastination and low motivation set in was:

“Where has this procrastination led me in the past and did I like that?”

Learn where this journey has taken him

Hear where he is now academically

This is a great episode for parents of ADHD college students and motivational for ANY current or future college student.

Please forward and share with someone you feel needs to hear Ross’ story.

If you want more podcasts, blogs, videos on life with ADHD visit Michelle’s website at www.razcoaching.com  or www. coachingacademics.com. or email her at [email protected]  Also, you can  follow her at  www.Instagram.com/razcoaching. She has many mini blogs with tips of inspiration.   There’s something in one of her outlets there for you that can help you with your ADHD struggles and challenges.  She even has an App on her website to ask questions.   “Ask Raz!”.

 

Can ADHD Be Mistaken for Autism?

Can ADHD Be Mistaken for Autism?

Can ADHD be mistaken for Autism?

Are some kids dealing with Autism misdiagnosed with ADHD?

Yes, absolutely!  There are overlapping conditions between the two.  Read on to read the full comparison by  The Diagnostic and Statistical Manual of Mental Disorders (DSM5)

How are these two disorders similar?

Many of the symptoms associated with Autism Spectrum Disorder are confused for ADHD, such as difficulty in settling down or focusing on something, ability to pay attention, impulsivity and social awkwardness.  These are the executive functioning skills: time management, organization, self-reflection, emotional regulation, and focus.

Yes, Autism and ADHD can look a lot similar as children with either has difficulty focusing. They have issues communicating; they might struggle with their schoolwork and so on. Although the two conditions share a lot of common symptoms, the two are very different conditions. Autism is a kind of developmental disorder that can impact language skills, social interactions, behavior and learning ability. ADHD affects the way the brain develops and grows. It is also possible at times that someone on the Autism spectrum is dealing with both, which would be called a comorbid condition.

So, how can we differentiate between the two conditions?

Look at the checklists below and compare and observe the behavior. All those dealing with autism struggle to focus on things that they dislike. For instance, if they don’t like to study, they cannot focus on reading for comprehension.  When they asked to read, they might fixate on things they like, such as watching a cartoon or playing their favorite game. Students dealing with ADHD lose interest in the initial phase and they try to avoid things asked to focus on. They can look similar.  The difference will be the severity in the autistic person and the other traits listed below.

You can also look at the way the person learns to communicate.

Although in both conditions, children struggle to communicate with others, those dealing with Autism are generally highly focused in their own world. They struggle to put words to their thoughts and fail to express their feelings. They also find it difficult to make eye contact with someone. On the other hand, a child dealing with ADHD can talk non-stop and can be very social. They can be talkative and challenging to stop them once they stop.

While an autism child loves to repeated events, those dealing with ADHD like to move onto the next interest. A child coping with Autism might like the consistent routine of things, whereas those with ADHD do not like to do the same thing over and over again. They like to explore new things often.

While these are samples that help differentiate between ADHD and Autism, there are many more characteristics considered before a diagnosis could occur.

The first and most important thing to do is to visit the doctor.  Let the expert decide what your child is going through if you suspect either condition. To diagnose ADHD, doctors generally look at the behavioral pattern of the child over time, for instance – not following the instructions, being forgetful, not listening to parents, fidgeting and so on. They ask for feedback from parents and teachers and draw a conclusion based on their observation and symptoms. The feedback for Autism is much more complicated.   Look below at the full DSM5 criteria the professional use to determine if it is ADHD or Autism.

 

Here are the full Diagnostic Criteria for Autism Spectrum Disorder from the www.cdc.gov site

  1. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):
    1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions.
    2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.
    3. Deficits in developing, maintaining, and understand relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

Specify current severity:

Severity is based on social communication impairments and restricted, repetitive patterns of behavior.

  1. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):
    1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases).
    2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food every day).
    3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests).
    4. Hyper- or hyperreactivity to sensory input or unusual interest in sensory aspects of the environment (e.g. apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

Specify current severity:

Severity is based on social communication impairments and restricted, repetitive patterns of behavior.

  1. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life).
  2. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.
  3. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level

 

DSM-5 Criteria for ADHD

People with ADHD show a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with functioning or development:

 

  1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:
    1. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.
    2. Often has trouble holding attention on tasks or play activities.
    3. Often does not seem to listen when spoken to directly.
    4. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).
    5. Often has trouble organizing tasks and activities.
    6. Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).
    7. Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
    8. Is often easily distracted
    9. Is often forgetful in daily activities.
  2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person’s developmental level:
    1. Often fidgets with or taps hands or feet, or squirms in seat.
    2. Often leaves seat in situations when remaining seated is expected.
    3. Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).
    4. Often unable to play or take part in leisure activities quietly.
    5. Is often “on the go” acting as if “driven by a motor”.
    6. Often talks excessively.
    7. Often blurts out an answer before a question has been completed.
    8. Often has trouble waiting their turn.
    9. Often interrupts or intrudes on others (e.g., butts into conversations or games)
The accurate diagnosis of the condition starts when you start talking to the doctor about behavior, what he/she dislikes, what they struggle with.  Apart from the symptoms and behavioral patterns, some more tools and tests are conducted to understand what the client is dealing with.

Fortunately, there are many resources available today to help distinguish the two conditions and behavioral plan options to help live the most productive and fulfilled life.

If you have anything to share please feel free to reach out to me at www.razcoaching.com  or www. coachingacademics.com. [email protected] Or follow my www.Instagram.com/razcoaching. I do daily mini blogs with tips of inspiration. I post almost every day.  There’s something in there for you that can help you with your focus for the day.

 

Online School Questions Answered

Online School Questions Answered

3 Online School Questions Answered

Welcome to the ADHD strategist where we come together to talk about living with ADHD. We are here to discuss the challenges and applying strategies that we face living with the disorder in ourselves or our family and how to stay in control with our lives. I

Online schooling can be great because you can work at your own pace but it can also be difficult when you’re needing extra support or you’re needing to make sure that you’re getting things done for accountability. I have three questions today that I’ve been asked recently that I want to share with you and I hope that I’ll help you and your experience with this online schooling.

1. Do I need to enforce where
my student studies?

2. My student takes forever
to do their work,
is there something I can do
to help them be faster?

3. My student gets frustrated
so easily and gives up before
he/she can get help,
what can I do?

If you have more questions and you are still stuck and you can’t find the answers on my website with some of the articles I’ve written, try my Ask Raz! app on my website where I answer relevant ADHD and executive function questions. Thanks for listening today. www.razcoaching.com or Instagram.com/razcoaching where I offer daily motivation tips advice and humor.

3 Online School Questions Answered

Welcome to the ADHD strategist where we come together to talk about living with ADHD. We are here to discuss the challenges and applying strategies that we face living with the disorder in ourselves or our family and how to stay in control with our lives. I

Online schooling can be great because you can work at your own pace but it can also be difficult when you’re needing extra support or you’re needing to make sure that you’re getting things done for accountability. I have three questions today that I’ve been asked recently that I want to share with you and I hope that I’ll help you and your experience with this online schooling.

1. Do I need to enforce where
my student studies?

2. My student takes forever
to do their work,
is there something I can do
to help them be faster?

3. My student gets frustrated
so easily and gives up before
he/she can get help,
what can I do?

If you have more questions and you are still stuck and you can’t find the answers on my website with some of the articles I’ve written, try my Ask Raz! app on my website where I answer relevant ADHD and executive function questions. Thanks for listening today. www.razcoaching.com or Instagram.com/razcoaching where I offer daily motivation tips advice and humor.