week six sld sped_23000
DESCRIPTION
TRANSCRIPT
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