week six sld sped_23000

INTRODUCTION TO EXCEPTIONALITIESSPED 23000

INSTRUCTOR: BRIAN FRIEDT

Students with specific learning disabilities

Historical context

Category itself is comparatively new This (along with less social stigma) might account for

larger identification rates

Some brain/psychological connection

Traditional focus on language processing

Definitional clarity

Unexpected underachievementDoes not achieve commensurate with age or

abilityA discrepancy between expected and actual

achievement Measurement difficulty No longer a requirement for qualification Still the best way to conceptualize term to others

Failure to respond to interventions Recent development in law Probably better for screening

Definitional clarity

Ohio: (a) A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. This includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. (b) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

NJCLD: heterogeneous group of disorders manifested by significant difficulties

in the acquisition and use of listening, speaking, reading, writing. reasoning, or mathematical abilities. Intrinsic to individual, presumed to be due to central nervous system dysfunction...problems in self-regulatory, social perception, and social interaction may exist with learning disabilities.

For all disability definitions (the boilerplate), refer to: http://www.edresourcesohio.org/ogdse/glossary

Prevalence

Prevalence

Outside general education less than 21% of the day: 54%

Outside general education between 21% and 60% of the day: 34%

Outside general education more than 60% of the day: 11%

Causal factors

Use the book for specifics! Neurological basis Even more than last week; we are concerned with

presentation in the instructional setting

Identification

Identification through: Discrepancy model OR RTI

Early childhood

Precursors to SLD might be present Gross/fine motor Auditory/visual/linguistic processing Attention

Indicators of future difficulty Reading Social development

EARLY INTERVENTION

School age

Impact of disability across these domains: Reading Writing Math Metacognitive processes Social skills

Reading

Phonemic awareness/phonological awareness Segmentation (how many?) Isolation (first sound?) Blending (put together?) Identity (same sound?) Categorization (does not belong?) Rhyming Deletion (take out a sound?)

Phonemic awareness -> decoding -> comprehension

Reading

Automaticity

Rate

Fluency

Comprehension

Writing

Organization

Content

Spelling, grammar, usage...

Math

CalculationPEMDAS

Application

Metacognition

Working memory

Executive control

Motivation

Attention

Social behavior

More likely to have social skill deficits

NPR pieces

Instruction

Accommodation“good” instructionP. 203-212