90Provide clearly stated rules, consequences and expectations that are consistently carried out for all students.Praise in public, reprimand in private.Parental InvolvementTeachers must report to the parent any time one of theses interventions and/or accommodations seems to be ineffective so the committee can re-convene and modify the plan as needed.Designate one teacher as the advisor/supervisor/coordinator/liaison for the student and the implementation of this plan, and who will periodically review the student’s organizational system and to whom other staff may go when they have concerns about the student; and to act as the link between home and school.Involve parents in selection of the student’s teachers.Use the student's planner for daily communication with the parent.Each teacher is to send home the weekly communication sheet at the end of each school week.Using the weekly communication sheet, inform the parent and/or advisor, in advance, when special or long-term projects are assigned.Teacher Attitudes and BeliefsAccept characteristics of ADD/LD, especially inconsistent performance.Recognize that student with ADD/LD perform at their best in a safe environment—academically, emotionally and socially. Sarcasm, bringing attention to deficits, constant criticism are to be avoided at all times. Children with ADD/LD respond significantly better when they are encouraged and feel safe to make mistakes.Send student’s teachers to in-service workshop.Provide student’s teachers with reading material on ADD/LD.Instruct the teachers about how stimulant medication works, and avoid any derogatory comments about the student’s use of medicine or of the medicine itself.Recognize that medication is only a part of the answer and does not address a students comprehensive needs all by itself.Recognize that no two students with ADD/LD are alike and that there are multiple approaches to working with each ADD/LD student that can and will be different from student to student.Encourage teachers to be flexible.Accept poor handwriting and printing.Do not or stop attributing students poor performance to laziness, poor motivation, or other internal traits.Recognize that ADD/LD is neurological and beyond the control of the student.Accommodation References:"Clarification of Policy to Address the Needs of Children with Attention Deficit Disorders within General and/or Special Education," Memorandum to Chief State School Offices from the U. S. Department of Education, Office of Special Education and RehabilitationServices and the U. S. Department of Justice, Office of Civil Rights, 1991.Teaching Strategies: Education of Children with Attention Deficit Disorder, Ellen Schiller, Chief of Directed Research Branch and Jane Hauser Dissemination Specialist Division of Innovation and Development Office of Special Education Programs U S Department91Education/504 Information Packet from the Michigan Protection and Advocacy Services, Children’s Advocacy Service, Lansing, Michigan"The Rights of Individuals with Handicaps Under Federal Law," U. S. Department of Education and the Office for Civil RightsADHD In the Schools: Assessment and Intervention Strategies by George J. DuPaul and Gary Stoner (Forward by Russell Barkley), The Guilford School Practitioner Series, The Guildford Press, 1994.CH.A.D.D. Educators Manual: An In-Depth Look at Attention Deficit Disorders from an Educational Perspective, by Mary Fowler in collaboration with Russell Barkley, Ph.D., Ron Reeve, Ph.D. and Sydney Zentall. Ph.D., 1992.Education of Children with Attention Deficit Disorder: Facing the Challenges of ADD. A Kit for Parents and Teachers. A Product of the Division of Innovation and Development, Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U. S. Department of Education. Distributed by CH.A.D.D. and the Council for Exceptional ChildrenMatrix of Recommended School Interventions for ADHD Students, Children’s Hospital of Michigan, 1994.Teenagers with ADD: A Parents’ Guide, by Chris A Zeiger Dendy, M.S., Woodbine House, 1995Taming the Dragons: Real Help for Real School Problems, by Susan Setley, M. Sp. E., Starfish Publishing, 1995ADHD: A Guide to Understanding and Helping Children with Attention Deficit Hyperactivity Disorder in School Settings, by Lauren Braswell, Ph.D., Michael Bloomquist, Ph.D., Sheila Pederson, Ma., Ed.S., University of Minnesota, 1991.The Attention Deficit Disorders Intervention Manual, Hawthorne Educational Services, Inc., 1994The Gifted Learning Disabled Student, CTY Publications and Resources, Center for Talented Youth, Johns Hopkins University.Attention Deficit Disorders Intervention Manual, Stephen B. McCarney, Ed.D., Hawthorne Educational Services, Inc., 1994.Study Skills for Students in Our Schools: Study skills and instructional intervention strategies for elementary and secondary students, Stephen B. McCarney, Ed.D. and Janet K. Tucci, M. Ed., Hawthorne Education Services, Inc., 199192Learning stylesThere is controversy about learning styles, various intelligences and finding out what students can and cannot learn. The research shows a trend, but many tests are weak predictors of strengths. Of course, even intelligence tests, refined for over 100 years are only screening devices. What we can recognize is that not all students are good at academics, and can still live productive, highly effective lives and contribute to the richness of society. Is there life beyond readin' writin' and 'rithmetic?Yes, indeed! In Mark Twain's words: "I have never let my schooling interfere with my education."• Gotta touch it to get it• I don't get what you want (I have to see the big picture)• You misspelled the word, stupid. (It needs to be just right so I can think about it)• Just give me the facts, Ma'am• It's not about words• But how do you feel about it?• Could you just write it down?Definition: Students are smart in a myriad of ways. Some identified gifts include: Music/rhythmLogical/mathematicalInterpersonalIntrapersonalKinestheticVerbal/linguisticVisual/spatialNaturalist/spiritualLearning Differences--NOT Learning DisabilitiesbyThomas Armstrong http://www.multi-intell.com/articles/armstrong.htmI don't believe in learning disabilities. I realize saying that will probably upset a lot of people. Learning disabilities have become as acceptable to educators as diseases are to physicians.In my way of thinking, though, education has no