By Noel Gregg PhD
Lots of the literature on studying disabilities and attention-deficit/hyperactivity disease (ADHD) makes a speciality of the desires of trouble-free school–age kids, yet older scholars with those stipulations additionally require major aid. complete and authoritative, this publication is helping educators and clinicians navigate the maze of legislation, rules, and clinical learn with regards to diagnostic and intervention determination making for children and adults. best specialist No?l Gregg presents transparent suggestions on tips on how to behavior and rfile evidence-based checks and choose acceptable educational and checking out lodgings. that includes worthwhile case vignettes, decision-making flowcharts, and insurance of the newest assistive applied sciences, the e-book supplies precise realization to helping scholars through the an important transition from highschool to raised schooling or vocational settings. (20100501)
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Extra info for Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation
In addition, in a 1992 memorandum, the Office of Civil Rights clearly specified that under Section 504, schools must evaluate children who are suspected of having ADD/ADHD if their parents request it. F. R. 301. As a result of debates in the field of LD focusing on the definition and the appropriate evaluation for LD, during the reauthorization of IDEA 2004 changes were made to the guidelines for identifying LD (Holdnack & Weiss, 2006; Schrank, Miller, Caterino, & Desrochers, 2006). 2) remained the same in IDEA 2004, specific modifications were made to the law relating to the identification of the disability.
In addition, states may choose to use 70% of their AT grant funds on direct-aid programs. Finally, the ADA and Section 508 of the Rehabilitation Act Amendments of 1998 (the latter were incorporated into the Workforce Investment Act of 1998, Public Law No. 105-220) require information technology developed or purchased by federal agencies to be accessible to all individuals with disabilities. Although these laws do not mandate alternative solutions to print material, they do stipulate that federal agencies purchase accessible technology.
1996; Mather & Gregg, 2006). Scatter across cognitive, behavior, or achievement measures does not define LD or ADHD any more than a discrepancy between ability and achievement does. In addition, the age of the person (adolescent or adult rather than child), his or her educational attainment, and the task demands are all critical factors in diagnostic decision making. Not all scatter is relevant when age, task, and experience are considered. However, significant scatter across cognitive, behavior, and achievement measures does warrant further investigation.
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