2015 Staff Development Day
ADHD and Executive Functions
Kenneth Lyford
Section 504 Program Specialist
Student Services
August 19th, 2015
Lake County Schools
Vision Statement
A dynamic, progressive and collaborative learning community embracing change and
diversity where every student will graduate with the skills needed to succeed in
postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual
opportunities to excel.
We Believe:
Education is the foundation for everyone’s future.
Education is a lifelong process.
All students can learn.
Students should be civic-minded and embrace future roles in the community.
Parents/guardians, community, and schools are partners in a student’s education.
Providing a safe, resource-filled learning environment is essential.
Students will graduate prepared for work and postsecondary education.
Common Board Configuration
Date: August 9th 2015
Bell Ringer: Pre-Test/Complete Sentence
Learning Goals: Participants will better
understand Attention Deficit
Hyperactivity Disorder and learn
strategies to help students succeed.
Benchmarks:
21ST Century Skills-Agility and
Adaptability
Objective: To create a better
understanding of ADHD and how to help
students with ADHD succeed
Essential Question: What is Attention
Deficit Disorder and how does it affect
student success.
Common Language: Executive Functions,
Hyperactivity, impulsivity, Initiation, Inhibit, planning,
shift , Section 504, Eligibility, Mitigating Measures
Agenda: Gradual Release
I DO-Present ADHD and Executive Functions
WE DO- Discuss Accommodations for Students with
ADHD.
YOU DO- Small Group activity-Apply Accommodations
to real situations (Section 504).
Summarizing Activity: Applying ADHD
accommodations to real situations
Next Steps:
Implement strategies learned, with students.
Bell Ringers:
1- Please Complete ADHD Pre-Test
2 - When Finished, Complete Sentence on the board, write
it on a sticky note, and post it on the board.
3 – Think of a student who has been diagnosed with
ADHD that you are working with, or have worked with in
the past. Write the student’s name on top of form.
ADHD Quiz
True False
ADHD is not a real medical
disorder.
False
History of Attention Deficit/Hyperactivity Disorder
In the Beginning
1900-1950
Brain Damage Syndrome





We Just Started to Understand
Defect in moral control
Chaotic Family Life
Notice similarity to primates with
prefrontal lesions
Symptoms arose in children who
suffered with encephalitis and prenatal damage to the brain
1939-Treatment with
amphetamines
History of Attention Deficit/Hyperactivity Disorder
1950’s
Hyperkinetic Syndrome
More specificity in behaviors
History of Attention Deficit/Hyperactivity Disorder
1960’s
Hyperactive Child Syndrome

Studies start to identify specific
areas of the brain affected
History of Attention Deficit/Hyperactivity Disorder
1970’s
Attention Deficits



Medication Therapies
Overlooked by Public Law 94142
Adult Hyperactivity
History of Attention Deficit/Hyperactivity Disorder
1980’s
ADD With and Without Hyperactivity

Becomes ADHD on 1989
History of Attention Deficit/Hyperactivity Disorder
1990’s- Present
Medical Evidence
Neuroimaging-PET and MRI Scans
indicate reduced activity in frontal
regions of the brain
Reduced amounts of Dopamine that
affects the Neurotransmitters in the
prefrontal cortex
Russell Barkley
History of Attention Deficit/Hyperactivity Disorder
Currently
The Picture is Much Better Defined
Attention Deficit/
Hyperactivity Disorder (ADHD)
DSM-5 Diagnostic Criteria










2-ADHD predominantly hyperactiveimpulsive presentation: (ADHD-HI)
1-ADHD predominantly inattentive
presentation:(ADHD-I)
Fails to give close attention to details or
makes careless mistakes.
Has difficulty sustaining attention.
Does not appear to listen.
Struggles to follow through on instructions.
Has difficulty with organization.
Avoids or dislikes tasks requiring sustained
mental effort.
Loses things.
Is easily distracted.
Is forgetful in daily activities.

Fidgets with hands or feet or squirms in chair.

Has difficulty remaining seated.

Runs about or climbs excessively.

Difficulty engaging in activities quietly.

Acts as if driven by a motor.

Talks excessively.

Blurts out answers before questions have been
completed.

Difficulty waiting or taking turns.

Interrupts or intrudes upon others.
3-ADHD combined presentation: (ADHD-C)
Severity: Mild, Moderate or Severe
Attention Deficit/
Hyperactivity Disorder (ADHD)
Attention Deficit/
Hyperactivity Disorder (ADHD)
2007 by The National Academy of Sciences of the USA
ADHD Quiz
True False
Children get ADHD from bad
parenting.
False
Attention Deficit/
Hyperactivity Disorder (ADHD)

Risk Factors
 Genetics
 Low
Birth Weight
 Smoking During Pregnancy
 Alcohol/Drug Exposure During Pregnancy
 Neurotoxin Exposure (e.g. lead)
 Infections (e.g. encephalitis)
ADHD Quiz
True False
Children with ADHD only
struggle with being still and
paying attention.

False
Attention Deficit/
Hyperactivity Disorder (ADHD)

Executive Functioning
 Since
ADHD impacts the part of the brain that controls Executive Functioning
students often struggle with:
 Inhibit-The
ability to resist impulses and stop one’s behavior at the appropriate
time
 Shift- The ability to make transitions, tolerate change, problem solve flexibly, and
switch attention from one topic to another
 Emotional Control-The influence of the executive functioning on the expression and
regulation of one’s emotions
Attention Deficit/
Hyperactivity Disorder (ADHD)

Executive Functioning
 Initiate-The
ability to begin a task or activity without being prompted
 Working Memory-The capacity to hold information in mind to complete a task,
encode and store information, or generate goals
 Plan/Organize-Components in problem-solving; planning involves setting a goal
and determining the best way to reach that goal, And organization involves
bringing order to information, ideas, and to one’s environment
 Organization of Materials-The ability to store and arrange items so that they may
be easily found
 Monitor-The process of checking work, progress and performance to complete a
task successfully
ADHD Quiz
True False
Only boys have ADHD.
False
Attention Deficit/
Hyperactivity Disorder (ADHD)
Dancing The ADHD Waltz
By Kelly Babcock


Some tricky steps, but when it’s done right, it
looks really bad
Do you dance? Do you twirl and spin? Do you
love to waltz?
Me? I’m not overly excited about dancing, but I
wouldn’t say I dislike it. I appreciate the activity.
I bounce with the tempo, absorb the music, and
enjoy the social aspect of dancing.
Although the steps vary, a typical early morning ADHD
waltz could go like this:

Get out of bed

Go to the kitchen

Empty the coffee filter into the compost bucket

Take the compost bucket to the back door

Go back to the bedroom for pants

Go to the laundry room for pants


But, as an ADHDer, there is one dance that I
abhor, The ADHD Waltz. Yes, the music is good,
it’s the music of life. And yes the moves are easy,
it’s pretty much a free sort of dance. And okay,
yes there is lots of fun to be had. I’m not denying
any of these things. But I still hate it.
What’s the ADHD Waltz?

Go to the living room and find pants in the laundry basket
of unfolded laundry
Start folding the laundry, begin with the towels
Take the towels to the bathroom and place them on the
sink

Open the bathroom closet door

Get out a new tube of toothpaste

Fold up the box that the toothpaste came in
Attention Deficit/
Hyperactivity Disorder (ADHD)


Take it to the kitchen and put it in the recycling
Catch site of the coffee maker and wonder why there’s no
coffee made

Remember that you were emptying the compost bucket

Go to the back door

Wonder why you’re not wearing pants

Go to the bedroom to get pants

Remember the laundry and head back towards the living
room

Shake head and go empty compost

Remember laundry

Fold laundry and carry it to bedroom

Find compost bucket on dresser

Shake head

Return laundry basket to bathroom closet

Find coffee pot in bathroom

Shake head
Return compost bucket and coffee pot to kitchen

Stop at the washroom, put away the towels


Put out clean towels and gather dirty ones for laundry


Take dirty laundry to the laundry room

Go to kitchen for coffee, discover, again, that none has been
made

Remember pants and laundry and compost

Return finally to the living room

Put on pants with determination

Pat yourself on back for accomplishing the donning of pants

Celebrate by going to kitchen for coffee


Give up and go to coffee shop on corner, checking first to
be sure you’re wearing pants
There are of course, many variations, too many to be able to
learn all of them, or any of them really. The dance that
includes making breakfast is one with so many variations it
could be considered an entire genre on its own.
So there’s your introduction to the ball, I sincerely hope your
dance card doesn’t fill up too quickly. One two three, one
two three, one two three, one.
Attention Deficit/
Hyperactivity Disorder (ADHD)

Statistics

According to the 2012 statistics from the Center for Disease Control
Number of children 3-17 years of age ever diagnosed with ADHD: 5.2 million-8.4%
of Population
 12 Percent of boys 3-17 years of age are diagnosed with ADHD
 4.7 percent of girls 3-17 years of age are diagnosed with ADHD
 Prevalence of parent-reported ADHD diagnosis varied substantially by state, from a
low of 5.6% in Nevada to a high of 15.6% in North Carolina. (Only 1.2% of children
in Nevada take medication compared to 9.4% in North Carolina)
 According to parent surveys 66.3% of children who are diagnosed take medication for
the disorder

Attention Deficit/
Hyperactivity Disorder (ADHD)
Characteristic
1997–1999
Percent of children
2000–2002
2003–2005
2009–2011
Age
5–17 years
6.5
7.5
7.6
9.6
5–9 years
4.8
5.2
5.6
6.3
10–17 years
7.6
9.0
8.9
11.7
Male
9.6
10.8
10.7
13.1
Female
3.2
4.2
4.4
5.9
White
7.1
8.1
7.8
9.8
Black or African American only
5.0
7.0
7.7
10.8
8.5
9.4
7.5
1.7
1.6
1.8
7.4
9.7
10.7
Sex
Race
American Indian or Alaska
Native only
Asian
2 or more races
Hispanic origin and race
Hispanic or Latino
3.6
4.2
4.6
5.6
Not Hispanic or Latino
7.0
8.2
8.3
10.7
White only
7.7
9.0
8.8
11.3
Black or African American only.
5.0
6.8
7.5
11.1
The Department of Health and Human Services-2012 Health Report
Based on household interviews of a sample of the civilian non-institutionalized population
Attention Deficit/
Hyperactivity Disorder (ADHD)
Characteristic
1997–1999
2000–2002
2003–2005
2009–2011
Below 100%
7.2
8.2
8.4
12.5
100%–199%
6.7
7.5
7.8
9.7
200%–399%
6.2
7.7
7.8
8.6
400% or more
6.1
7.1
6.9
8.3
Percent of children
Percent of poverty level 5
Health insurance status at the time of interview
Insured
6.7
7.8
7.8
9.9
Private
5.9
7.0
7.0
8.1
Medicaid
10.5
10.7
10.3
13.1
Uninsured
4.8
5.4
6.1
5.8
The Department of Health and Human Services-2012 Health Report
Based on household interviews of a sample of the civilian non-institutionalized population
Lake County Schools-41,564 students x .09 = 3740 students
ADHD Quiz
True False
ADHD is not associated with
other conditions
False
Attention Deficit/
Hyperactivity Disorder (ADHD)
Co-morbid Conditions and Concerns

People with ADHD are often
diagnosed with other
disorders such as:






Learning Disability
Conduct Disorder
Oppositional Defiant Disorder
Anxiety Disorder
Depression
Personality Disorders

People with ADHD often
struggle with:












Academic Performance
Peer Relationships
Risk of Injuries
Employment
Substance Abuse
Motor Vehicle Crashes
Drinking and Driving
Traffic Violations
Sexually Transmitted Disease
Teen Pregnancies
Child Abuse
Multiple Foster Placements
Attention Deficit/
Hyperactivity Disorder (ADHD)

Statistics
Children Diagnosed with ADHD-(about 9%)
4
% of population have ADHD with Learning Disability
 5 % of population have ADHD without Learning Disability
Students who were more likely to be diagnosed ADHD
 Children
10-17
 Children receiving Medicaid
 Students who are Learning Disabled
ADHD Quiz
True False
ADHD isn’t that big of a deal.
False
Attention Deficit/
Hyperactivity Disorder (ADHD)
Comparisons to General Population
Condition
General Population
ADHD Population
Peer Problems
7.3 %
21.1%
Problems w/Friendships
2.0%
20.6%
Non-Fatal Injuries
2.5%
4.5%
Major Injuries
49%
59%
Hospital Impatient
33%
41%
Hospital Outpatient
33%
41%
ER Admission
74%
81%
Young drivers with AD/HD are 2 to 4 times more likely to have traffic accidents,
3 times as likely to have injuries, 4 times more likely to be at fault, and 6 to 8
times more likely to have their licenses suspended.
Based on Parent surveys conducted in 2007 by the Center for Disease Control
ADHD Quiz
True False
ADHD can be treated with herbs
and vitamins
False
Attention Deficit/
Hyperactivity Disorder (ADHD)
Treatment
Medical
Stimulants:
Non Stimulants:
• Concerta
• Adderall
• Focalin
• Dexedrine
• Ritalin
• Generic Brands
• Strattera
• Intuniv
• Kapvay
• Catapres
• Tenex
Leaves system quickly and
can be taken intermittently
For many of these the level of this medicine must stay consistent so usage
must be sustained and raised and lowered slowly.
Attention Deficit/
Hyperactivity Disorder (ADHD)
Stimulant

Side Effects From Medication
Non-Stimulant Medications
Negative changes in mood or behavior, including
suicidal thoughts or actions.

Drowsiness and tiredness

High blood pressure

Drop in blood pressure to the point of causing dizziness and
palpitations or decrease the heart rate.

Decreased appetite and weight

Stomach upset

Headaches

Decreased appetite

Insomnia

Headache

Raised blood pressure

Stomach upset

Tics

Nausea, dry mouth, constipation, and irritability. While other mood
changes, including suicidal thoughts

Rarely caused psychosis

Dry mouth

Insomnia

Constipation


Decrease physical growth of children who take it, that
tends to be uncommon and only amounts to a decrease
of ½ to 1 inch in children who do experience that side
effect.
When taken in excess or snorted, stimulants that treat
ADHD can produce euphoria and result in addiction.
Stimulant abuse has increased over the past four years,
in apparent parallel to the decrease in teens of
perceived risk of abusing these substances.
ADHD Quiz
True False
Medication cures ADHD
False
Attention Deficit/
Hyperactivity Disorder (ADHD)
Treatment
Medical
Stimulants:
Non Stimulants:
• Concerta
• Adderall
• Focalin
• Dexedrine
• Ritalin
• Generic Brands
• Strattera
• Intuniv
• Kapvay
• Catapres
• Tenex
Leaves system quickly and
can be taken intermittently
For many of these the level of this medicine must stay consistent so usage
must be sustained and raised and lowered slowly.
Non-Medical
•Individual and group counseling
•Behavior Therapy
•Physical Activity-Two recent studies show a reduction in severity of symptoms
ADHD Quiz
True False
Children who are given special
accommodations because of their
ADHD are getting an unfair
advantage.
False
Attention Deficit/
Hyperactivity Disorder (ADHD)

ADHD in the School Setting

Section 504 of the Rehabilitation Act of 1973

“No otherwise qualified individual with a disability in the United States as defined in section
706(8), shall, solely by reason of her or his disability, be excluded from participation in, be denied
the benefits of, or be subjected to discrimination under any program or activity receiving Federal
financial assistance….-29 United States Code (U.S.C.) section 794

As applied to schools, Section 504 broadly prohibits the denial of public education participation,
or enjoyment of the benefits offered by public school programs because of a student’s disability.
The law recognizes that equal treatment and services may not be sufficient to convey equal benefit.
For nondiscrimination to occur, the school must provide services that level the playing field so that
Section 504 eligible students have equal participation and opportunity for benefit.

The United States Department of Education (USDE), Office of Civil Rights (OCR) provides
compliance oversight for Section 504.

Americans with Disabilities Act Amendments Act (ADAAA)-2008
1.
2.
3.
4.
5.
Eligibility Language Favors Broad Coverage
Expanded list of Major Life Activities
Adresses impairments that are episodic or in remission
States that mitigating measures have no bearing in determining whether a disability qualifies
under the law.
Creates a lower standard for “substantial limitation”
1.
Duty to refer-encouraged to look at students who are in RTI/MTSS or have IHCP
Attention Deficit/
Hyperactivity Disorder (ADHD)

ADHD in the School Setting
 Section
504 of the Rehabilitation Act of 1973
 Section
504 addresses physical or mental impairment that
substantially limits one or more major life activities
 Before ADAAA-2008

Caring for Oneself, Walking, Seeing, Hearing, Speaking,
Breathing, Learning, Working, Performing manual tasks.
 After


ADAAA-2008
All previous conditions plus Eating, Standing, Lifting, Bending,
Reading, Concentrating, Thinking, Sleeping.
Mitigating factoring are no longer considered in determining
eligibility. Students can be found eligible but not need a plan.
Attention Deficit/
Hyperactivity Disorder (ADHD)

Section 504 and Exceptional Student Education
 All
students with disabilities, must be provided a Free and
Appropriate Public Education (FAPE) provided in the Least
Restrictive Environment (LRE)
 We
also have a child find obligation to
identify and appropriately serve students
with ADHD
Section 504 Accommodations
LRE Ladder
Attention Deficit/
Hyperactivity Disorder (ADHD)

ADHD and Exceptional Student Education
 Accommodations
in the classroom are appropriate for most students with
ADHD but depending on severity and comorbid conditions we may need to
look at a greater level of service
 Specific Learning Disability
 Emotional Behavioral Disability
 Other Health Impairment
 Band
Aid when Surgery is Needed
 ADAAA
(2008) and RtI/MTSS
Attention Deficit/
Hyperactivity Disorder (ADHD)
Executive Functions
Attention Deficit/
Hyperactivity Disorder (ADHD)

ADHD in the School Setting

Executive Functioning

Inhibit-The ability to resist impulses and stop one’s behavior at the
appropriate time







Shift- The ability to make transitions, tolerate change, problem solve flexibly,
and switch attention from one topic to another
Emotional Control-The influence of the executive Functioning on the
expression and regulation of one’s emotions
Initiate-The ability to begin a task or activity without being prompted
Working Memory-The capacity to hold information in mind to complete a
task, encode and store information, or generate goals
Plan/Organize-Components in problem-solving; planning involves setting a
goal and determining the best way to reach that goal, And organization
involves bringing order to information, ideas, and to one’s environment
Organization of Materials-The ability to store and arrange items so that
they may be easily found
Monitor-The process of checking work, progress and performance to
complete a task successfully
Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:

Inhibit-The ability to resist impulses and stop one’s behavior at the
appropriate time







Provide explicit, extensive and/or clear set of rules and
expectations
Decrease the amount of auditory and visual distractions
Assign a peer mentor or older age student who can explain that
appropriate social behaviors can be an effective way of increasing
social success
Develop a small group with well controlled peers acting as models
Provide guided observations of peer interactions. Teachers may
meet with student briefly at the onset on an activity to discuss how
others are behaving.
Reduce the amount of time in unstructured activities to maintain
appropriate behavior. This time can be used to discuss successes in
the areas of difficulties before returning to activity.
Give frequent redirection and close proximity to the teacher
Reduced homework assignments-have less items for each skill
Attention Deficit/
Hyperactivity Disorder (ADHD)
 Accommodations:
 Shift-
The ability to make transitions, tolerate change,
problem solve flexibly, and switch attention from one topic
to another







Help student develop consistent routines with a set of sub
routines. Move to alternative routines as student is ready
Present the student with one task at a time and establish routine
to move to next task
Have student work with two or three familiar tasks and rotate
those tasks to build skills when shifting
Provide two minute warning before shifting of activities
Provide an external prompt when shifting to new activity
Use timer to let student know that it is time to shift to another
activity
Set a procedure for when the routine changes
Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:

Emotional Control-The influence of the executive functioning on the
expression and regulation of one’s emotions
 Difficulties with emotional control can be one expression of
disinhibition (use inhibit strategies)
 Students in nonthreatening settings have better emotional control
(Use shift strategies)
 Help student process what happened when emotional control was
lost
 Practice delay response techniques (counting, breathing…)
 Teach student a metaphor (thermometer, speedometer...) to help
student monitor the appropriate response to a situation.
 “Strike when the iron is cold” Talk about an incident after the
situation has cooled down.
 Teach feeling vocabulary so that student can better understand and
process through a situation
 Provide coping techniques such as relaxation and stress relief
exercises
Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:
 Initiate-The ability to begin a task or activity without being
prompted










Build routines and sequences of steps
Provide external prompts- can be verbal or non-verbal cues set up at an
earlier time.
Use a timer-only if this doesn’t create anxiety
Work with a peer that will help student stay on track
Many children with initiation difficulties are viewed as “unmotivated” It is
important to frame as problem of initiation difficulty and not lack of
motivation
Help increase energy by having student do a physical activity
Provide examples of what is expected
Be aware that initiating a task that is motivating is easier than that of an
unmotivating task
Provide “to-do” lists on paper or index cards
Remember that we want to teach the student to self initiate and not to
rely on all external accommodations
Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:

Working Memory-The capacity to hold information in mind to complete a
task, encode and store information, or generate goals














Provide a framework of what is going to be taught in the lesson
Gain eye contact when giving instructions-this cues the child he needs to listen carefully
Provide extra processing time or time to rehearse what is being learned
Break assignments into smaller chunks
Change tasks more frequently. Helps restore focus
Provide more frequent breaks (run an errand, sharpen a pencil…)
Have teacher check-ins, have teacher check work more frequently to provide break
and help student maintain focus
Stay away from long tedious or monotonous tasks
Students with ADHD often have retrieval difficulties. They may know material, but will
need prompts to help retrieve the information. Example: Open ended question
followed by follow-up questions
Provide computer aided instruction-Can be more stimulating
Be aware of what time the student works best-mornings tend to be better
Use multimodal teaching techniques
Teach student self talk techniques-start with student repeating steps of task to
instructor
Provide “To-Do” list or check off sheet
Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:
 Plan/Organize-Components
in problem-solving; planning involves setting a goal
and determining the best way to reach that goal, And organization involves
bringing order to information, ideas, and to one’s environment
Provide an external structure and fade as the student learns to plan for self
 Provide a binder or “cookbook” of steps for common routine
 Develop a plan for the day, week, month, year
 In the morning discuss the plan for the day
 Help students set a goal
 Have student verbalize his plan of action
 Practice by planning a few steps, then increasing the number of steps
 Practice with familiar everyday tasks
 Develop time-lines for completion

Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:

Organization of Materials-The ability to store and arrange items so that
they may be easily found









Help student create an organizational system that is comfortable and flexible
enough to use for all classes
 One binder with all materials needed for the day
 Use of a planner or schedule book
Provide extra organizational time at beginning or end of time so student can
check through materials without falling behind
Provide a study hall to help student keep up with work
Provide a separate set of books for home
Break complex and long term assignments into smaller chunks and help student
develop a time-line for completion
Have student work in small group with more organized peers
Help student understand the structure of the lesson
 Provide bulleted or outlined format
 Highlight the major points prior to lesson
Provide contact information of person, website or phone number so student has a
way to retrieve forgotten information
Have teacher check and initial binder at end of class to make sure assignments
are written down
Attention Deficit/
Hyperactivity Disorder (ADHD)

Accommodations:
 Monitor-The process of checking work, progress and performance to complete a task
successfully
 Provide opportunities for the student to self monitor his task performance and social
behavior-use subtle cues if necessary
 Set goals and reward for accuracy as opposed to speed
 Have student predict how well the task will be done and then help compare the
prediction with actual performance
 Have student talk through the a performed task-enables student to identify errors and
successes
 Provide social skill group
 Provide constructive feedback to increase awareness of strengths and weaknesses
Break Time
Section 504
Overview
Legislation
1973
Section 504 of the Rehabilitation Rights
"No otherwise qualified person with a disability in the United
States...shall, solely by reason of his disability, be excluded from
participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity receiving Federal financial
assistance…"
Legislation
1990
Americans with Disabilities Act
The Americans with Disabilities Act (ADA) prohibits discrimination against individuals with
disabilities and extends this prohibition to the full range of state and local government services,
programs, or activities regardless of whether they receive federal assistance
Legislation
2008
Americans with Disabilities Act Amendments Act (ADAAA)
Broadened the definition of disability and what constitutes a
“Major Life Activity”
caring for one's self
performing manual tasks
walking
seeing
hearing
speaking
breathing
learning
working
reading
concentrating
thinking
interacting with others
communicating
sleeping
eating
lifting
bending
sitting
reaching
and maintaining major bodily functions such as digestive, bowel, bladder or immune system, neurological, brain,
respiratory, circulatory, endocrine, and reproductive functions
(Back)
District Obligations to Comply with Section 504
Under Section 504 of the Rehabilitation Rights of 1973 and the
Americans with Disabilities Act Amendments Act of 2008 school
districts have the obligation to:
District Obligations to Comply with Section 504
Conduct Appropriate “Child Find” and Initial Evaluations
Three Types of Evaluations
 Executive Functions
 Other Mental Health Issues
 Medical or Physical
(Can be ongoing or temporary)
District Obligations to Comply with Section 504
Three Types of Evaluations



Executive Functions- School Psychologist and Social Worker complete evaluation that
include behavior rating scales, social history and observations
Other Mental Health Issues – Information from private provider is reviewed. Further
evaluations can be completed by School Psychologist and Social Worker if needed.
Medical or Physical – with the assistance of a district nurses, medical records are
gathered. The review of medical and academic records at the eligibility meeting is
considered the evaluation
District Obligations to Comply with Section 504
Eligibility
A student is found eligible when the Section 504 team determines that the
student has a physical or mental impairment which substantially limits one
or more major life activities
 Physical
or mental impairments
 Temporary impairments
 Episodic or impairments in remission
 Impairments affecting major bodily functions
The determination of whether an impairment substantially limits a major life activity
shall be made without regard to the ameliorative effects of mitigating measures
such as:
Major Life Activities
Major Life Activities: (list is not exhaustive)
caring for one's self
performing manual tasks
hearing
sitting
concentrating
speaking
breathing
sleeping
working
reading
walking
bending
reaching
communicating
learning
eating
lifting
seeing
thinking
interacting with others
and maintaining major bodily functions such as digestive, bowel, bladder or immune system, neurological, brain, respiratory, circulatory,
endocrine, and reproductive functions
Mitigating Measures
Positive effects of mitigating measures may not be considered when determining student eligibility

Medication

medical supplies


Prosthetics
including limbs
and devices

Hearing aids and cochlear

implants or other implantable
hearing devices
Equipment or
appliances

Low-vision devices (which do
not include ordinary eyeglasses
or contact lenses)
Mobility devices

Oxygen therapy equipment and
supplies;
District Obligations to Comply with Section 504
Provide eligible students with a Free and Appropriate Education (FAPE)
through the provision of a Section 504 plan to meet the individual
educational needs of eligible students as adequately as the needs of
nondisabled students are met.
The Section 504 Plan
District Obligations to Comply with Section 504
The Section 504 Plan
If the Section 504 team determines if there is an impact in the education setting a Section
504 Plan in created.
Components of a Section 504 Plan

Services and accommodations must address the student’s identified disability to provide equal
opportunity/access to activities available to the student’s nondisabled peers. - “Level the
playing field”

The plan should indicate how, where, and by whom the services and accommodations will be
provided.
IMPORTANT!!!
By law, all accommodations documented on the plan MUST be provided.
District Obligations to Comply with Section 504
The Section 504 Plan
Components of a Section 504 Plan



The plan includes services and accommodations for the school building,
classroom, or transportation; administrative adjustments; academic and
instructional accommodations; and/or behavioral intervention and testing
accommodations.
The plan may include self-management of health conditions in the school
setting or school-sponsored activities.
Develop a monitoring system and assign responsibilities for implementation.
District Obligations to Comply with Section 504
Provide periodic reevaluations of students with disabilities
Every three years eligibility is re-determine based on a review of
relevant data.
 Documents are gathered that pertain to the student’s disability,
academic performance, and behavioral and social, emotional
status.
 Eligibility is maintained if a “major life activity” is still significantly
limited
District Obligations to Comply with Section 504
Provide education to students with disabilities in the
least restrictive environment (LRE)
 Students
Eligible for Section 504 are provided accommodations in the
regular educational setting.
 When a greater level of services is needed which results in a change
of placement, further evaluation is required. This can require
RtI/MTSS.
 Example:
Physical disability, ADHD, Seizure Disorder
District Obligations to Comply with Section 504
Provide students with disabilities equal access to nonacademic
and/or extracurricular services
Determine if modification is necessary

If so, does the modification result in a fundamental alteration of the nature of the activity?
 A fundamental alteration would alter the essential aspect of the game. Example; adding an
extra base in baseball or does the modification provide the person with a disability an
advantage.

If not, schools must allow the modification (aids or services) and student would participate
 Examples of Modifications:
 Providing a visual cue to a student with a hearing impairment at the same time as a
pistol sound at a track meet.
 Letting a student with diabetes check glucose and administer insulin during an afterschool activity.
 Providing supervision in a locker room so the person with a disability isn’t bullied
District Obligations to Comply with Section 504
Establish and implement a system of procedural safeguards regarding the identification, evaluation,
placement, or provision of FAPE to a student





Parents have the right to be informed
Appropriate education needs to be designed to meet the student’s educational needs
Free educational services,
To the maximum extent appropriate, a child has the right to be educated with children who
are not disabled.
The School District must undertake an evaluation of the child prior to determining his or her
appropriate educational placement or program of services.
District Obligations to Comply with Section 504
Establish and implement a system of procedural safeguards regarding the
identification, evaluation, placement, or provision of FAPE to a student

If formal assessment instruments are used as part of an evaluation, procedures used to
administer assessments and other instruments must comply with the requirements of §504.

Decisions regarding the child must be made by a group of persons who is knowledgeable
about the child, the meaning of the evaluation data, possible placement options,

Has a right to periodic evaluations – Every three years (Could be more frequent)

The parent has the right to be notified by the District prior to any action regarding the
identification, evaluation, or placement of your child.

Parents have the right to examine relevant documents and records regarding your child

Parent has right for due process
District Obligations to Comply with Section 504
Ensure behavior in question is not a manifestation of a student’s disability during
disciplinary proceeding
Examples:
 A student getting in trouble for overactive behavior after taking asthma
medication
 A student with ADHD getting in trouble for impulsive behavior
 A student who gets in trouble for being late due to a physical disability
Note: Students with disabilities cannot be suspended for more than 10 days
Considered a change of placement
District Obligations to Comply with Section 504
Other Impairments that are Covered by Section 504

Temporary Impairments
 Less

than Six Months – Plan is written with end date and automatically closes
Episodic Impairments
 Sickle

cell anemia, Arthritis…
Impairments in Remission
 Cancer
District Obligations to Comply with Section 504

Eligible No Plan

Student has impairment where a “major life activity” is significantly limited, but
there is no impact to the education setting



Mitigating measure is effective
Student is self monitoring the condition effectively
Dismissal from Section 504


No longer an impairment where a “major life activity” is significantly limited
Eligible for and Exceptional Student Education (ESE) program



Examples:
Other Health Impaired
Specific Learning Disabilities
Emotional/Behavioral Disorder
Section 504

Questions

Contact Information:
 Kenneth
Lyford
 Student Services Department
 352-742-6920
 lyfordk@lake.k12.fl.us
Attention Deficit/
Hyperactivity Disorder (ADHD)
People who are successful despite having ADHD







Richard Branson
Paul Orfalea, Founder of
Kinko's,
David Neeleman, Founder
of JetBlue Airways
John T. Chambers, CEO of
Cisco Systems.
James Carville
Charles Schwab
Katherine Ellison (Pulitzer
Prize Winner)










Mary-Kate Olsen
Michael Jordan
Michael Phelps
Terry Bradshaw
Robin Williams
Howey Mandel
Jim Carey
Justin Timberlake
Will Smith
Ty Pennington
ADHD as a Difference in Cognition, Not a Disorder: Stephen Tonti
Attention Deficit/
Hyperactivity Disorder (ADHD)

Resources











Intervention Central
American School Counselor Association (ASCA)
Florida School Counselor Association (FSCA)
National Association of School Psycholgists(NASP)
Florida Association of School Psychologists(FASP)
American Psychological Association
National Institute of Mental Health
Center for Disease Control
Children and Adults with Attention Deficit/Hyperactivity Disorder
(CHADD)
American Psychiatric Organization
Department of Health and Human Services 2012 Health Report