The teachers support it because we had an IEP meeting the day after I received word of the approval, so I took the iPad and showed them how he’d use it in their classes. Ricochet uses the iPad for everything at school. It’s only been a couple weeks, but the improvement it has caused is honestly miraculous. It took a couple days, but the director of special education for our school board approved the request for Ricochet to use the iPad in school, for the rest of his schooling in our county, no matter which school. I didn’t ask this time, and I went directly to our county school systems special education department for the approval. I told the special education staff that we were providing an iPad Pro and Apple Pencil for Ricochet to use at school, that it was going to replace his agenda and all paper classwork, notes, and homework, and that I needed their approval. When the missing work really became overwhelming this semester, I finally put my foot down. ISTUDIEZ PRO API HOW TOI was always told he was too young, or teachers don’t know how to use it, or he needs to “learn” to do things as his peers are expected to. Plus, in actuality, it was punishing Ricochet for having a disability.įor years (yes, YEARS, folks), I’ve been begging his schools to allow him to use technology to accommodate his executive function deficits. It was taking over our evenings and weekends, and stressing everyone out. Over the past two months, he did at least 5-6 assignments a second time and nearly 20 missing or incomplete assignments in four classes. That means, he doesn’t write down homework assignments, rarely has the materials he needs to do homework, and forgets to turn in what he does do or loses it. He has some fierce disorganization problems. His executive function deficits are so severe that the psychologist who scored the BRIEF Assessment of Executive Function showed me the scoring graph and pointed out that some of his skills were so minimal that he scored on the very outer edge of the chart. Let’s look at my son, Ricochet, for example. During those years, we have to provide strategies and tools to work around the deficits and weaknesses. That doesn’t help much when our kids are struggling their way through middle school and high school, and maybe even college. So, it will naturally improve some on its own. In kids with developmental delays, like ADHD and autism, the area of the brain responsible for executive functions is still developing into their late 20’s (it’s early 20’s for neurotypical individuals). The executive function skills can be improved and the deficits accommodated and supported, however. You can’t “change” executive functions, because they are, in part, the way that individual’s brain is, and no medication exists to treat these deficits, much like learning disabilities. ADHD medication can help a little, but certainly not fully. When these skills are delayed or deficient, it wreaks havoc on the day-to-day, especially for students.Įxecutive function deficits are difficult to deal with. This set of functions is basically everything necessary to function well. Executive functions include: planning, organization, working memory, emotional regulation, cognitive flexibility, problem solving, impulse control, and task initiation. Many individuals with ADHD and/or high-functioning autism have significant executive function deficits.
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