Managing ADHD, Autism, Learning Disabilities, and Concussion in School Course

Lesson 1 • Concussion as a School Health Issue

Introduces concussion pathophysiology, incidence in youth, and why schools are critical recovery environments. Links medical facts to educational responsibility.

Lesson 2 • Learning Disabilities Defined

Distinguishes dyslexia, dyscalculia, dysgraphia, and related processing disorders. Clarifies how each affects academic skill acquisition.

Lesson 3 • Understanding ADHD in Schools

Covers ADHD subtypes, neurological basis, and how symptoms manifest in classrooms. Connects biological underpinnings to observable student behavior.

Lesson 4 • Understanding Autism Spectrum Disorder

Examines the autism spectrum's range, diagnostic criteria, and sensory and social profiles. Grounds educators in the heterogeneity of autistic learners.

Lesson 1 • Referral Pathways and Team Roles

Maps the referral process from teacher concern to multidisciplinary evaluation. Defines each team member's role to prevent gaps in student support.

Lesson 2 • Screening Tools and Their Limits

Reviews validated rating scales and checklists used in educational screening. Clarifies what screening can and cannot determine about a student.

Lesson 3 • Communicating Concerns to Families

Builds skills for delivering observations to families without diagnosing or alarming. Strengthens the home-school partnership from the earliest stage.

Lesson 1 • Section 504 Plans and Accommodations

Distinguishes 504 plans from IEPs and identifies which students qualify under disability nondiscrimination law. Guides educators in implementing accommodation plans effectively.

Lesson 2 • Confidentiality and Records Management

Addresses student record privacy requirements and appropriate information sharing among staff. Prevents compliance violations through clear data-handling practices.

Lesson 3 • Special Education Eligibility and Entitlements

Explains eligibility categories, evaluation rights, and entitlement to a free appropriate public education. Connects legal mandates to daily instructional decisions.

Lesson 4 • Discipline and Manifestation Determinations

Explains how disability status affects disciplinary procedures and manifestation determination reviews. Equips educators to apply behavior consequences lawfully.

Lesson 1 • Universal Design for Learning Principles

Introduces UDL's three principles and how proactive design reduces the need for individual modifications. Anchors all subsequent instructional strategies in inclusive design.

Lesson 2 • Strategies for Students with ADHD

Provides structured routines, chunking, and self-monitoring techniques proven effective for ADHD. Translates executive function research into classroom-ready practices.

Lesson 3 • Differentiation and Flexible Grouping

Teaches tiered instruction, flexible grouping, and formative assessment cycles to meet diverse needs simultaneously. Integrates UDL with responsive teaching practices.

Lesson 4 • Strategies for Learning Disabilities

Presents structured literacy, multisensory math, and assistive writing approaches for specific learning disabilities. Connects each strategy to the deficit profile it targets.

Lesson 1 • Monitoring and Adjusting Behavior Plans

Establishes data collection routines and decision rules for modifying BIPs based on student response. Closes the intervention loop with evidence-based plan revision.

Lesson 2 • Self-Regulation and Emotional Support

Introduces co-regulation, zones of regulation, and mindfulness-based tools for students with dysregulation. Builds educator capacity to scaffold student self-regulation development.

Lesson 3 • Functional Behavioral Assessment

Guides educators through indirect, direct, and experimental FBA methods to identify behavior function. Accurate function identification drives effective intervention planning.

Lesson 4 • Behavior Intervention Plan Development

Translates FBA findings into antecedent modifications, replacement behaviors, and consequence strategies. Produces actionable BIPs aligned with student function and goals.

Lesson 1 • Prolonged Recovery and Persistent Symptoms

Addresses post-concussion syndrome, mental health impacts, and long-term academic planning for complex cases. Prepares educators for students who do not follow typical recovery timelines.

Lesson 2 • Immediate Response and Removal Protocols

Covers removal-from-activity procedures, initial notification steps, and documentation requirements. Establishes consistent first-response actions across all school staff.

Lesson 3 • Graduated Return-to-Learn Protocol

Walks through the stepwise academic reintegration process tied to symptom resolution. Educators apply stage-based criteria to advance or pause student progression.

Lesson 4 • Academic Accommodations During Recovery

Provides a menu of cognitive load reductions, schedule modifications, and environmental supports for recovering students. Accommodations are matched to symptom severity and stage.

Lesson 1 • Coordinating with External Providers

Guides information exchange with physicians, therapists, and community agencies supporting the student. Coordination prevents contradictory recommendations and service gaps.

Lesson 2 • Building Effective School Support Teams

Defines team structures, member roles, and meeting protocols for student support planning. Effective teams reduce siloed decision-making and improve plan consistency.

Lesson 3 • Transition Planning Across School Levels

Covers transition from elementary to middle, middle to high school, and post-secondary planning for students with disabilities. Proactive planning prevents support gaps at critical junctures.

Lesson 1 • Analyzing Data and Making Decisions

Teaches trend line analysis, aim lines, and decision rules for determining when to intensify or fade supports. Translates raw data into actionable instructional changes.

Lesson 2 • Behavioral and Social-Emotional Monitoring

Introduces direct observation codes, rating scales, and self-report tools for tracking behavioral and social-emotional progress. Expands monitoring beyond academics to the whole student.

Lesson 3 • Using Data for Advocacy and Reporting

Demonstrates how to present monitoring data in IEP meetings, family conferences, and administrative reports. Data literacy becomes a tool for student advocacy.

Lesson 4 • Principles of Progress Monitoring

Establishes why frequent, brief assessments outperform annual testing for instructional decision-making. Grounds monitoring practices in measurement validity and reliability concepts.