Crozet Special Education

November 2013

Strategies To Help "The Busy Student"

Topical discussion on ADHD hosted by the Special Education Team


When: November 25, 2013 (Monday)

Where: Room 32

Time: Grades K-2 (2:45-3:15) and Grades 3-5 (3:15-3:45)

Dispel This ADHD Myth ...


MYTH 1:

ADHD is not a real medical disorder:

Oh, attention deficit is real, all right...but how do you help people understand?
Here's a place to start:www.additudemag.com/additude/article/873.html.

MYTH 2:

ADHA mainly effects children, especially boys.


No, it's not just kids, and women have it, too — attention deficit affects people of all ages and both sexes.
www.additudemag.com/adhd/article/6212.html.


MYTH 3:

ADHA is a behavior disorder.


There's more to attention deficit than disruptive behavior — in fact, many ADHDers don't display it at all. So if ADHD isn't a behavior disorder...what is it?
www.additudemag.com/adhd/article/784.html.

Thanks for helping to spread the word during ADHD Awareness.


A word from VDOE about Special Education

Virginia Family Special Education Connection

Virginia Family Special Education Connection is a new website dedicated to providing comprehensive information on special education issues, practices and services to Virginia families who have children with disabilities. This resource was developed by VDOE, in collaboration with theHelen A. Kellar Institute for Human disAbilities at George Mason University.


Memory Tips for Students

By: Anne Hoover (2009)

As exam time approaches students with learning disabilities often find themselves overwhelmed with the amount of information they need to remember. Teachers wisely tell their students to review in each subject as they go along through the semester.

Research tells us that if we review information within 24 hours of learning it, we are much more likely to remember it in the long run. Well thought out homework is designed with this kind of review in mind. Each student should choose strategies for memorization that fit their own learning styles.

  • Sort information

    Help your retrieval system by putting new information into categories. You can group by dates, people, formulas, etc. It may help to make a chart as you study.

  • Frequent review

    Studying new information the same day you heard or read it will improve memory significantly. A small review each day is essential if you have memory problems.

  • Use humor or exaggeration

    Information stays in memory longer if it is related to something novel and interesting. Make up something funny or exaggerated that ties in to what needs to be memorized.

  • Explore the senses

    Try learning the information visually, verbally, and kinesthetically (with movement) and find which sense works best for you. Some people need to combine two or more senses.

  • Color code

    By using colored pens, highlighters, post-it notes and flags, index cards, etc. you can make an impression on your memory. This is a way of sorting information for storage as you assign colors.

  • Make visual aids

    Draw pictures or cartoon characters, graphs, tables, charts, time lines, etc. to aid memory. Even simple stick figures and drawings are useful if you are a visual learner. Pay attention to pictures, charts, etc. in textbooks.

  • Rehearse aloud

    Verbal rehearsal is an effective memory tool. Study with someone or use a tape recorder to say aloud what needs to be memorized.

  • Make it physical

    Adding a physical activity such as pacing, jumping, throwing a ball, or writing enhances the memory for many people. Typing or rewriting notes is a very effective memory device for people who need to learn kinesthetically.

  • Turn memory practice into a game

    Make cards to match words and definitions, math facts to answers, etc. and play a memory game by turning over two cards at a time. Time yourself to see how long it takes to match all the cards. The act of making the game also helps memory.


Need Some"THING" from Special Education


We are here to help. Need to talk about a child having difficulties in class. Do you need help making sense of a student's IEP or 504 plan? We can make time to visit you, your classroom, or the team PLC.


Positive change, Positive thinking, We all can make a difference!