By Noel Gregg PhD
Lots of the literature on studying disabilities and attention-deficit/hyperactivity affliction (ADHD) specializes in the desires of user-friendly school–age young ones, yet older scholars with those stipulations additionally require major help. complete and authoritative, this booklet is helping educators and clinicians navigate the maze of legislation, guidelines, and clinical learn with regards to diagnostic and intervention selection making for young people and adults. top specialist No?l Gregg presents transparent tips on tips on how to behavior and record evidence-based tests and choose applicable tutorial and checking out lodgings. that includes worthy case vignettes, decision-making flowcharts, and insurance of the most recent assistive applied sciences, the e-book supplies distinct realization to aiding scholars in the course of the an important transition from highschool to raised schooling or vocational settings. (20100501)
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Extra resources for Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation
Example text
1. Legal Terminology Term Description Law Four types: constitutional law, state laws, local laws, and case law. Policy Rules and regulations developed to implement laws. S. ” Case law Law that emerges from court decisions. State law Statutory law enacted at the state level. Litigation Court cases (state or federal). Rational basis test Test the courts utilize to determine whether a state or state agency has discriminated. S. Congress and by state and local governments. S. Congress and by state and local governments.
Used by permission of author. 12 Adolescents and Adults with Learning Disabilities and ADHD A special word about the increasing numbers of immigrants in the United States is in order here. Hamid, the student introduced at the opening of this chapter, who immigrated from Iran when he was 3 years old and was later diagnosed with ADHD and generalized anxiety disorder, is representative of this growing population. Unfortunately, many members of these cultures and/or racial groups are reluctant to request evaluations or accommodations for learning, particularly at postsecondary institutions.
However, a student’s right to use an accommodation is not generalizable throughout his or her lifespan, or across different settings or situations. Each combination of the individual, the context, and the accountability system requires ongoing professional decision making and reevaluation. Several significant changes were made to IDEA under the 2004 reauthorization that are directly related to the assessment of, education of, and access to accommodations for students with LD and ADHD. In addition, the term “universal design for learning” (UDL) was included in the IDEA 2004 legislation.