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The diagnostic term attention deficit/hyperactivity disorderThe diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021CULTURE AND SOCIETY
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ADHD and School interventionsSchool interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010). The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families. If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA). No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.By: Anne Miller vijayalaxmi Santosh MhetreThursday, May 27, 2021AGRI-FOOD SYSTEMS+1
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Communicate ideasStudents must engage in activities where they are able to listen to and communicate effectively with diverse people. Additionally, it is important to be able to recognize and express how diverse people perceive meaning and how this is affected by communication. Take actionStudents must take action to address situations, events, and issues to improve conditions. Additionally, it is important to identify and create opportunities for personal and collaborative actions aimed at improving conditions locally, regionally, or globally.By: Scarlet Patrick ErinsonThursday, May 27, 2021HEALTH AND NUTRITION+1
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Global EducationOutcomes of Global Education Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably. Global Competence Framework The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.By: Scarlet Patrick ErinsonThursday, May 27, 2021HEALTH AND NUTRITION+1
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TestTest Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork.By: ElainaThursday, May 27, 2021CULTURE AND SOCIETY
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Global Education Strategies and ActivitiesPreparing students for responsible global citizenship must include strategies and activities that reflect the increasing diversity of today’s global population. The cooperative learning strategy can be incorporated as a global education structure where heterogeneous groups are formed and engage in interactive opportunities. This offers a platform where students can be exposed to diverse individuals, as well as prepared for successful global cooperation and competition. Additionally, a structure of project- or problem-based learning can be employed. The project or problem of focus would be a global concern or issue that is investigated.By: Scarlet Patrick ErinsonThursday, May 27, 2021HEALTH AND NUTRITION+1
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Response AccommodationsResponse Accommodations This micro-credential, one of four in the Accommodations stack, addresses response accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements, and are therefore relevant to students in grades K-12 with disabilities. Educators should understand that students with disabilities often encounter barriers when they access the general education curriculum. The Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) require that educators provide appropriate accommodations to students with disabilities to address these barriers. Careful consideration of a student’s strengths and needs can help guide the identification and selection of an accommodation that is likely to benefit a studentBy: Scarlet Patrick ErinsonThursday, May 27, 2021HEALTH AND NUTRITION+1
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