Articles

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 * Title ** : I lost my homework: Strategies for improving organization in Students with ADHD, By: Stormont-Spurgin, Mellissa, Intervention in School & Clinic, 10534512, May97, Vol. 32, Issue 5

This article is an absolutely amazing recourse for teacher and parents of students with ADHD. I huge area where students with ADHD (Attention Deficit Hyperactivity Disorder) is focusing on individual tasks such as homework and keeping not only what they are doing but everything around them organized. Because students with ADHD have issue separating and filtering things out, they become distracted from what their task and information gets mixed up in their head. On top of this there is the hyperactivity component, which only adds to the frustration. So not only can they not filter out distractions they cannot keep still or calm either. Students with ADHD often seem anxious and jumpy, and it is very hard to understand unless you are affected by it.

Specifically this article focuses on ides on different organizational strategies for students with ADHD. The author starts with an organizational assessment consisting of simple questions and then shows the results of a case study from the assessment. After the assessment the author breaks up strategies into three areas: basic strategies for improving organization, object organization, and idea organization and task completion planning. Object organization consists of cooperative homework teams, positive reinforcement and contracts, routines and lists, assignment folders and daily planners, and collaboration. Idea organization and task completion consists of routines, student pacing, and lists, organization of information, and planning for homework and future projects.

**Title: **Including Children with Autism in General Education Classrooms: A Review of Effective Strategies, By Joshua K. Harrower and Glen Dunlap, //Behav Modif // 2001; 25; 762, []  [] 

When placed into an inclusive classroom, students with autism can benefit greatly. Some experts believe that when placed into inclusion classes, the student’s disability is only being nurtured and it does not support proper social development. Because students with Autism, depending on the severity of the disorder, do require specific support some may feel that it is difficult to integrate them. Because Autism varies so much from child to child, inclusive classrooms are not appropriate for all forms of Autism but may help with areas such as task building, speech, and social skills.

This article provides research that the supports the idea that inclusive classrooms can be beneficial to Autistic students. The study manipulated the students into what they will be faced with before they enter the classroom. Emergency situations if the child does not adapt well, independent activities that the student can do in the classroom, as well as interaction with peers. All these steps are considered useful for emerging these students into inclusive classroom. The article does state that there is still further research that needs to be done.

This article summarizes important issues regarding integrating deaf students into inclusive classrooms. Many deaf students do not have learning disabilities or any other learning "problems" except for the fact that they cannot hear, or hear as well as other students. Usually deaf students excel in many other areas, such as reading and writing, to compensate for their disability. There is no need for deaf or hearing-impaired students to be separated from their academic equals, especially in today’s times with technology and classroom accommodations.
 * Title: <span style="font-family: 'Times New Roman', Times, serif; font-size: 12pt;">__Considerations in Educating Deaf and Hard-of-Hearing Students in Inclusive Settings__ <span style="font-family: 'Times New Roman', Times, serif; font-size: 12pt;">, By Michael S. Stinson, National Technical Institute for the Deaf and Rochester Institute of Technology, Shirin D. Antia, University of Arizona, [] **

The article does not only summarize and discusses what inclusion is, but how deaf or hearing impaired students will be integrated and even mainstreamed into regular classrooms. But also placement related philosophies, and strategic approaches as well as demographic information important to the inclusive process. This article is a useful rescore for any teacher and parent who encounters and deaf or hearing imparted student. It informs them of their capabilities rather than their disabilities which is usually overlooked when discussing students with special needs.