26 Ağustos'ta İstanbul Amerikan Robert Lisesi'nin Öğretmen Seminerleri'ne konuk olduk. Okul velisi Dr. Yankı Yazgan ve Dr. Tuğba Yıldız (RC'07) ve Okul Psikoloğu Selin Karaçam (RC'02) ile "Dikkat Eksikliği Hiperaktivite Bozukluğu nedir?", "DEHB'si olan öğrenciler okullarda nasıl tanınır?", "DEHB'si olan öğrenciler için okullarda kurulacak destek sistemleri nelerdir?", "Merkezi sınavlarda hak ettikleri ayrıştırmaları almaları için nasıl raporlara ihtiyaç vardır?" konuları hakkında konuştuk ve sorular üzerinden RC'in değerli öğretmenleriyle paylaşımlarda bulunduk.
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
Innovations in Medical Education are needed to align it with 21st Century needs and aspirations. Globally efforts are under way since the release of Lancet Commission report in Dec-2010 on Transforming Health Professions in the 21st Century
This slideshow contains explanations, strategies and techniques in conducting action research. It consists of the definition of action research, the root cause analysis techniques, ideation strategies, ways to design research questions, prioritisation tools, evaluation methods and triangulation tips. This was compiled and created by Sirhajwan Idek.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Systems approach,Principles of Adult learning & Learning process in Medical E...anitasreekanth
MEU WORKSHOP:Changing trends in the societal attitude calls for change in the medical education curriculum in India so that an INDIAN MEDICAL GRADUATE is of global significance
Innovations in Medical Education are needed to align it with 21st Century needs and aspirations. Globally efforts are under way since the release of Lancet Commission report in Dec-2010 on Transforming Health Professions in the 21st Century
This slideshow contains explanations, strategies and techniques in conducting action research. It consists of the definition of action research, the root cause analysis techniques, ideation strategies, ways to design research questions, prioritisation tools, evaluation methods and triangulation tips. This was compiled and created by Sirhajwan Idek.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Problem based learning (PBL) as a teaching-learning method is a Spectrum. Barrow's classification enables educators to design a wide variety of PBL modules for effective learning of problem solving. Problemistics is an innovative and holistic way to approach the "science of dealing with problems". I have presented different versions of this talk since 1994. This is 2014 "copy-left" version.
This slide show discusses the major elements of differentiation, with a focus on the different types of student data. Accompanying handouts are not included in this set of slides.
The information contained in these slides was shared during NAEYC's 2016 Annual Conference held in Los Angeles, CA November 2-5, 2016. These slides consolidate much of the differentiated instructional information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Differentiated Instructional Startegies: Meeting the needs of ALL children in early childhood programs, discussed strategies for how inclusive early childhood settings can effectively meet the needs of all students including English language learners, children with developmental delays, and children who need additional enrichment.
The purpose of my action research study is to evaluate the effectiveness of a problem-based learning module in a blended learning environment to increase concept attainment in high school students at a private high school on O‘ahu.
Problem based learning (PBL) as a teaching-learning method is a Spectrum. Barrow's classification enables educators to design a wide variety of PBL modules for effective learning of problem solving. Problemistics is an innovative and holistic way to approach the "science of dealing with problems". I have presented different versions of this talk since 1994. This is 2014 "copy-left" version.
This slide show discusses the major elements of differentiation, with a focus on the different types of student data. Accompanying handouts are not included in this set of slides.
The information contained in these slides was shared during NAEYC's 2016 Annual Conference held in Los Angeles, CA November 2-5, 2016. These slides consolidate much of the differentiated instructional information shared by SFL's Director of Early Childhood Education Initiatives, Kamna Seth, and Senior Manager, Gauri Shirali-Deo. The topic presented, Differentiated Instructional Startegies: Meeting the needs of ALL children in early childhood programs, discussed strategies for how inclusive early childhood settings can effectively meet the needs of all students including English language learners, children with developmental delays, and children who need additional enrichment.
The purpose of my action research study is to evaluate the effectiveness of a problem-based learning module in a blended learning environment to increase concept attainment in high school students at a private high school on O‘ahu.
hayat bir app olsaydi.brief.vkvKoçokullarıebeveynlikkongresi.2014Yanki Yazgan
dijital çağ çocukların ve gençlerin gelişimini nasıl etkileyebilir? Odaklanma, öğrenme, ilişkiler... Bu konudaki yanıtların çoğuna erişmiş değiiiz. Ancak hazır cevaplar bulmak yerine cevap arayışımızı hılzandıracak yeni sorular sormak, eldeki verilere bir kez daha bakmak amaçlı bir sunum.
Istanbul: City of Dilemmas (a brain-mind perspective)Yanki Yazgan
This is a psychiatrist's perspective on Istanbul, where we are led to making choices under uncertainty. The ambiguity of the daily life in Istanbul makes it a challenge that can serve to improve our risk detection skills as well as our outlook towards life.
Y yazgan 14.11.14. anhedoni. çocuk ve ergenYanki Yazgan
My presentation on Anhedonia in children and adolescents was presented at the 50th Meeting of the Psychiatric Association of Turkey.
Anhedonia through a Child and Adolescent Psychiatry perspective
Anhedonia is a key element of severe and complex depressive disorder, and should be differentiated from other childhood and adolescence conditions.
Özet:
Anhedoni, keyif alma işlevinde ve zevk duyma kapasitesinde azalma olarak tanımlanabilir. Klinik önemi yüksek ve bir hayat kalitesi meselesi olarak ele alınabilecek bir kavramdır. Depresif bozuklukların çekirdek belirtisi olup, bireyi çevreleyen dünyadan kopma duygusuna yol açarak, intihar girişimi için risk faktörü olarak karşımıza çıkabilmektedir.
Anhedoni, çocuk ve ergenlik döneminde depresyon prevalansından daha sık gözlenen ancak yeterince tanınamayan ve sıkça gözden kaçabilen bir bulgu, aynı zaman sübjektif bir şikayettir. Genel popülasyonda neredeyse gençlerin % 20’si en az bir kez, “normalde yapmaktan zevk aldıkları aktivitelerden anlamlı bir biçimde ilgi kaybı” olarak tanımladıkları bir “anhedoni epizodu” belirtmektedirler.
Tedaviye rağmen “son düzelen” semptom olarak bilinen anhedoni kavramının sınırları, üzüntü ve sıkılma ile ilişkisi, depresyonun mekanizmasındaki yeri, psikoz ve DEHB ile ilişkisi, ve endofenotipik değeri üzerinde tartışacağız. Ödül, risk ve dürtü kontrol sistemlerindeki nörobiyolojik değişikliklerin yoğun, süratli ve belirgin olduğu çocuk ve ergenlik gibi gelişim dönemlerini irdelemek anhedoni’yi ve onun doğal parçası ‘hedoni’yi daha iyi anlamamızı sağlayabilir.
Kaynaklar:
1. Gutkovich Z (2014) Anhedonia in Children and Adolescents, Zinoviy. s:65-80
2. Healey KL, Morgan J, Musselman SC, OlinoTM, Forbes EE (2014) Social anhedonia and medial prefrontal response to mutual liking in late adolescents. Brain and cognition.
3. Pizzagalli DA (2014) Depression, stress, and anhedonia: toward a synthesis and integrated model. Annual review of clinical psychology, 10, 393-423.
odaksızlık ve belirsizlik çağında hayatlarımızın yöneticisi olabilir miyiz?Yanki Yazgan
Larry Vitulano ve arkadaşlarının liderlik gelişiminde yönetici koçluğu uygulamalarına bilim ve etik perspektifleriyle yaklaşımı anlattıkları seminerin giriş konuşması olarak hazırladım. Ancak zaman daralınca bu sunumu kullanmadan yapmaya karar verdiğim konuşmanın slaydları.
Dikkat Eksikliği Hiperaktivite Bozukluğu olan çocuk ve gençlerde sosyal iletişim sorunlarına sıkça rastlanmakta. Bu konuya değindiğim bir kongre sunumunu (2015) paylaşıyorum.
ADHD and Social Deficit
Tipik atipik gelişim: otizm örneği üzerinden tartışma Yanki Yazgan
Koç Üniversitesinde verilmiş konferans. Bir kısmı daha önce Haseki Nöroloji'de verdiğim konferanstan. Üzerinde durduğum normal ile anormal arasındaki ayrımın düşündüğümüzden çok daha silik olduğu, ikisi arasındaki geçişliliğin yüksek olduğu kanısı üzerine. Yarı İngilizce yarı Türkçe, kusura bakmayın. Ancak yetişiyor:)
DEHB ile disleksinin tanımlarını yaptıktan sonra beraber görülmelerine ilişkin araştırma verilerini özetledim. Bu verilere dayanarak gündelik uygulamalarda neler yapılabileceğini tartıştım. Disleksi alanında netleşmemiş konulara da kısaca değindim.
Varlık İçinde Yokluk (Cost of Affluence for Children)Yanki Yazgan
Kaynakların bol olduğu koşullarda büyüyen çocukların gelişiminde sosyal ve duygusal gelişime ilişkin sorunlar sıkça çıkmaktaysa, ailelerin duruma bir kez daha bakmaları gerekir. Bu sunumda konuya ilişkin slaytlarda sadece çizgileri göreceksiniz. Katılımcılarla tartışarak, değişik boyutları dile getirmelerini sağlayarak gerçekleşen bir "arama semineri" gibi yürüttüğümden ötürü metinlerle sınırlamak istemedim.
Tikleri Olmak: Tikler ve Tourette SendromuYanki Yazgan
Tıp Fakültesi öğrencilerinden bir grup ile Acıbadem'İn ev sahipliğinde düzenlediğimiz sempozyumdaki sunumum.
TikTouretteSendromuGönüllüleri adı ile organize olan bu gönüllü grubun bağlantıları
https://www.facebook.com/touretteturkiyegonulluleri/
TSOL İstanbul'da 9.3.2016'da yaptığım bir seminerin slaytlarından seçmeler. Dijital hayata ilişkin sık sorulan sorulara yanıtlarım sunumun en son slaytlarından birisi.
DEHB ne zaman ve neden tedavi edilmeli?Yanki Yazgan
Tanı koymak başka, tedavi kararı başka.
DEHB biyolojik mekanizmaları, bilişsel karakteristikleri ve davranışlar ve duygularda kendini gösteren semptomları ile ciddi bir nörogelişimsel bozukluktur.Problemlerin gelişim sürecinin hangi noktasında çıktığı, hangi sistemleri etkilediği, çocuğun ve ailenin hayatında nelere yol açtığı ve mal olduğu tedavi kararını ve biçimini belirleyicidir.
The Reading League: Reading Assessment; May 11, 2017Doreen Mazzye
Individual Readin Assessment: What is it, How does it happen, and What does it mean?
Sheila Clonan, Ph.D., Educational Solutions CNY
Michelle Storie, Ph.D., Central Square CSD; Educational Solutions, CNY
Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness
Some brief information about how the new SEN Code of Practice will affect the way classroom teachers and SENCOs carry out their day to day job.
Thanks to @ChrisChivers2 and the NASEN website for their useful info/blogs.
Helping Neurodiverse Students Prepare to Transition to CollegeCyndy McDonald
Transitioning to college is a challenge for any student, but for a Neurodiverse student it is crucial to have an understanding and a plan for the transition. This presentation gives you a roadmap to help students.
Türkiye'nin 54 ilinden katılımcıların okullarda sosyal duygusal gelişime yönelik görüşlerini belirttiği anket sonuçlarımız. Detaylı rapor için internet sitemizi ziyaret edin. http://ydydanismanlik.com/?p=1033
Advanced Comprehensive Behavioral Approaches to the Treatment of OCD and Related Disorders / Çocuk, Ergen ve Ailelerle Çalışanlar için OKB ve İlişkili Bozukluklarda İleri ve k-Kapsamlı Davranışsal Terapi Yaklaşımları
26 Ağustos'ta İstanbul Amerikan Robert Lisesi'nin Öğretmen Seminerleri'ne konuk olduk. Dr. Yankı Yazgan, Dr. Tuğba Yıldız (RC'07) ve Okul Psikoloğu Selin Karaçam (RC'02) ile okulda DEHB hakkında konular konuştuk ve sorular üzerinden RC'in değerli öğretmenleriyle paylaşımlarda bulunduk.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Robert College 26.08.2015 Selin Karaçam Students with ADHD - What can be done in schools to help fulfill students?
1. STUDENTS WITH ADHD
WHAT CAN BE DONE IN SCHOOLS TO HELP FULFILL STUDENTS’
POTENTIAL?
Robert College Teacher Seminars
August 26th, 2015
Selin Karaçam Paksoy, Ed.M.
Yanki Yazgan, M.D.
Tugba Didem Yildiz, M.D.
2. LAWS, LEGISLATIONS
Laws in the US
• ADAAA
• Section 504
• Individuals with Disabilities Education Act (IDEA):
• ensures students with a disability are provided with Free Appropriate Public Education
(FAPE) that is tailored to their individual needs
• Laws in Turkey- RAM
• Special Education Institutions
• Counseling and Research Centers (RAM)
3. Public Schools need to provide services to ALL students, in
compliance with FAPE (Free Appropriate Public Education)
The State and Government are required by law to provide
these services:
• Response to Intervention- RTI
• School-wide screening
• Research supported techniques
• Progress monitoring
• Team approach
• Tier approach
• Special Education Services (IDEA)
• Testing and Evaluation to document needs
• Occupational Therapy
• Speech and Language Therapy
• Reading-Writing-Math instruction
• Smaller Classrooms/ Lower student to teacher ratio
• Accommodations on standardized assessments
• Special class (For Autism, For Intellectual Disability)
Section 504-
ADHD is also considered a Medical condition and
student can apply for accommodations based on this law,
however, they would not receive the special education
services stated above
Schools in the US- Public vs Private School
4. SCHOOLS IN THE US- PUBLIC VS PRIVATE SCHOOL
• Private School
• Cannot discriminate on basis of Disability, but can screen for special needs
at time of application/admission saying the school does not provide
adequate or necessary services that the student needs
• Will need to provide ‘accommodation,’ but not responsible to provide
‘support’
• Families who ‘choose’ private school can get the services they are qualified
5. Schools in Turkey
Public and Private School
both dependent, curriculum determined by MEB
All schools need to provide services
Unclear whether the State will pay for them
Unclear what the extent of the services are and to what level (vs.
‘appropriate’ in US law)
Including (but not limited to)
Shadow teacher
Special Classroom
Differentiated Testing
Testing accommodations
Physical Therapy (off-site)
Speech and Language Services (off-site)
Assessment (at RAMs)
6. SERVICES AT ELITE SCHOOLS
• Testing Accommodation- in compliance with American with
Disabilities Act, most following College Board guidelines
• Tutoring
• Coaching
• Advising
• Peer-Tutoring
• Screening and Outside Referral
• Courses on Study Skills and Time Management
• Residential Support and Student Proctor
• Online Peer Tutoring
Information obtained from school such as Phillips Academy Exeter and Andover, Choate
Rosemary Hall, St. Paul’s School, and Deerfield Academy.
7. SERVICES PROVIDED BY ELITE OUTSIDE AGENCIES
• College Preparation Guidance and Coaching
• ADHD Coaching
• One-on-one
• Computer Based (Cogmed, c8sciences)
• Meditation
• Counseling and/or Psychotherapy using Cognitive Behavioral Therapy
Techniques
• Psychiatric Assessment and Treatment
• Psychoeducatioıal Assessment and Documentation
8. GENERAL SUPPORT- WHAT CAN BE DONE?
Poor treatment and support for individuals with ADHD is likely to result in comorbid conditions such as ANXIETY and
DEPRESSION in older age.
High school students may struggle with anxiety and depression, needing therapeutic support.
This is a process that takes time to start seeing results.
UNDERACHIEVEMENT is recognizable.
Potential < Achievement (grades, social involvement, mood, etc.)
We as educators need to be practical.
Teachers, administrators, and counselors at a school setting can put in initial support mechanism, practical solutions and
fast-resulting intervention while the student takes the longer route with outside agencies.
9. GENERAL SUPPORT- WHAT CAN BE DONE?
At School
• Counseling
• Coaching
• Progress Monitoring
• Team Teaching- involving all teachers of
the student in regular meetings to give
updates re: student’s functioning
• Advocacy
• Social Skills Support- Peer Supervision or
Buddy System
Outside School
• Psychiatric consultation
• Psychopharmacology
• Cognitive Behavior Therapy (psychotherapy)
• Coaching
• Private tutoring
ADHD brings comorbidity such as ANXIETY and DEPRESSION in older age. High school students may struggle with anxiety
and depression, needing therapeutic support. This is a process that takes time to start seeing results.
Teachers, administrators, and counselors at a school setting can put in initial support mechanism, practical solutions and
fast-resulting intervention while the student takes the longer route with outside agencies.
10. INSTRUCTIONAL SUPPORT AND ACCOMMODATION- WHAT CAN
BE DONE?
RC TEACHERS SAID THEY USE THE FOLLOWING STRATEGIES:
• Changing activities frequently, Chunking activities, shorter tasks
• Calling on that student to assist with certain activities to keep active or out of seat. (be a TA)
• Talk to student to see what they think will help.
• Patience
• Create structures, eliminate distractions, Regular, structured routines and habits
• Standing up, more freedom to get up and move around the classroom, activities involving movement, group
activities where the student can wander around and talk to others, allow students to make laps around
classroom (one student averaged 15 laps/40 minutes)
• Giving tasks to keep them focused, i.e. "recorder" for group work.
• Give them choices of tasks, i.e. something to do when "done" other work, additional tasks or responsibilities,
alternative activities or assignments
• Constantly giving him something in his hand to hold and manipulate, allowing doodling
• Ask short answer questions frequently to keep them focused
• More independent work opportunities
• Form smaller groups to include ADHD students within classrooms, using help of co-teacher
11. INSTRUCTIONAL SUPPORT AND ACCOMMODATION- WHAT CAN
BE DONE?
RC TEACHERS SAID THEY USE THE FOLLOWING STRATEGIES:
• Flexible breaks, frequent water breaks,
• Preferential seating- up front, proximity to teacher, with a focused/organized classmate to help take notes
and follow instructions.
• Frequent reminders (to focus, of expectations, of tasks)
• Additional 1-1 time btw student and teacher
• A study buddy who can help focus the student
• Regular, structured routines and habits
• Multimodal teaching
• using visuals, videos, drama, listening to music, etc.
• Games-Based-Learning
• Challenge-Based-Learning
• become aware of different learning styles
• Give more time
• Have periodic talks to check on how student is doing;
• “…it is important that they feel that we are trying to improve the situation for them together.”
• Parental support, Learning info from parents/counselors
12. INSTRUCTIONAL SUPPORT AND ACCOMMODATION- WHAT CAN
BE DONE?
• USE EACH OTHER AS RESOURCES!!
• Simplify or shorten instructions
• Give oral and written instructions together
• Help students share notes
• Peer-teaching, group work
• Share information with fellow teachers, or the student’s counselor, regarding what
you know about the student- work in teams
• Designate one person (counselor, advisor, homeroom teacher) to relay on this
information about the student to all relevant instructors throughout high school
• Set up an Academic Resource Center where the student can find both
instructional/content support as well as organizational support- make it a one-
stop-shop for him/her because coordination is difficult for them
• Offer a course or an afternoon seminar on study skills and time management
13. TESTING ACCOMMODATION- WHAT CAN BE DONE?
At School
Extended time
Preferential Seating
Take-home exams
Additional assignments
Breathing exercises
Pre-exam rituals
Help with organization of:
• specific assignments
• weekly schedule
• prioritizing assignments and
homework
Carefully planning exam periods, not
assigning exams in bulk to this student
(i.e. one exam per day, or allowing
student to take make-up exams)
National/International Standardized Testing (SAT, ACT,
IELTS, TOEFL, University Entrance Exams)
• Extended time
• Larger print
• Extended time with extra breaks
• Preferential seating
• Testing over multiple days
• Separate location
ADHD with comorbid LD or SLD
• Reader
• Use of calculator
• Use of keyboard
14. TESTING ACCOMMODATION
• Documentation required for testing accommodation
must include:
• Statement of the Diagnosis
• Statement that it is Current
• Provide relevant medical, developmental, and
educational history
• Comprehensive testing used to arrive at diagnosis
• cognitive
• academic
• Neuropsychological
• Social-emotional
• Adaptive behavior and functinoning
• Describe functional limitations at the educational
setting, providing a rationale for the requested
accommodations
• By a Credentialed Evaluator:
• Certified School Psychologists,
• Special Education School Teams,
• Private Licensed Neuropsychologists,
• Licensed Clinical Psychologists formally trained in
psychoeducational assessment
• Child and Adolescent Psychiatrists (for the diagnosis
• Using Current Measures:
• Psychoeducational tests
• Diagnostic Measures
• Current Observations
• Teacher Reports
• Official School Reports
15. SERVICES AT THE UNIVERSITY LEVEL
Extended time
Take home exams, testing at separate location
Preferential seating
Access to lecture notes, powerpoint presentations, etc.
Access to peer notes
ADHD Coaching
ADHD Counseling
Academic Resource Center
When there is documentation of this student’s history of difficulties due to ADHD, they can continue to
receive the accommodations they need on standardized testing such as the GRE, GMAT, MCAT, LSAT, etc.
16. ADDITIONAL RESOURCES
Interventioncentral.org
Additudemag.com
Child Mind Institute
www.childmind.org
National Center for Learning Disabilities
http://www.ncld.org/
Children and Adults with ADHD (CHADD)
www. chadd.org
Dikkat Eksikliği Hiperaktivite Bozukluğu
dehb.com
yankiyazgan.com
https://www.collegeboard.org/students-with-
disabilitieshttp://www.actstudent.org/regist/disab/
Kevin McGrew’s blog
http://www.brainclock.net/
National Association of School Psychologists
www.nasponline.org
https://www.understood.org/en/learning-
attention-issues
The Teaching Channel
Larry Ferlazzo's edublog
http://larryferlazzo.edublogs.org/
http://www.helpguide.org/articles/add-
adhd/teaching-students-with-adhd-attention-
deficit-disorder.htm
Edutopia.com
http://www.helpingboyslearn.com/teachers/
MarshallMemo.com
National Council of Teachers of English
www.ncte.org
TES The Marketplace for Educators
www.tes.com
17. THANK YOU FOR LISTENING!
FOR A COPY OF THIS PRESENTATION OR FURTHER INFORMATION
PLEASE EMAIL ME AT
SELIN.KARACAM@YDYDANISMANLIK.COM