Attention-deficit/hyperactive disorder (ADHD)

Answer each of the following questions based on chapters 10 and 11. Each answer should be one to two paragraphs. Use the book as a reference!

Chapter 10

1. State and briefly describe the instructional implications of the three general classifications of visual impairments used by educators.

2. Describe how blindness and low vision affect learning, motor development, and social interaction.

3. Identify the estimated prevalence of children with visual impairments.

4. Explain why is it important that teachers know about the types of visual impairments affecting children in their classroom.

5. Compare the educational goals and instructional methods for children with low vision and children who are blind.

6. Explain how the educational placement of a student with visual impairments can affect her opportunities to learn the expanded core curriculum of nonacademic skills necessary for overall success in life.

Chapter 11

1. Define attention-deficit/hyperactive disorder (ADHD) and describe the most common treatment options for ADHD.

2. Define physical disabilities and health impairments.

3. State two reasons why the number of children served under the other health impairments or orthopedic impairments categories of the Individuals with Disabilities Education Act is much smaller than the actual number of children who have health impairments or physical disabilities.

4. List and describe the types and causes of health conditions and physical impairments seen most frequently in school-age children.

5. Briefly explain how severity, age of onset, and visibility of a health impairment or physical disability can affect a child’s educational performance.

6. Discuss the importance of a “parallel curriculum” for students with health impairments or physical disabilities.

7. Explain why the continuum of educational services and placement options is especially critical for students with health impairments or physical disabilities.


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