language impairment (li) and specific learning disabilities (sld) interface
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Language Impairment (LI) and Specific Learning Disabilities (SLD) Interface. Shannon Hall-Mills & Heather Diamond. Interface…. As a noun: - PowerPoint PPT PresentationTRANSCRIPT
Interface…As a noun:
the facts, problems, considerations, theories, practices, etc., shared by two or more disciplines, procedures, or fields of study (e.g., the interface between chemistry and physics).
a common boundary or interconnection between systems, equipment, concepts, or human beings.
As a verb: to meet or communicate directly; interact,
coordinate, synchronize, or harmonize
Using a Broad Lens
Describing, explaining LI and SLD in layman’s terms
Discussing areas of overlap (group activity)
SLD Criteria for Eligibility(until July 1, 2010)
Underachievement in:Oral expression
Listening comprehensionWritten expressionBasic reading skills
Reading fluency skillsReading comprehensionMathematics Calculation
Mathematics problem-solving
RtI & Pattern of Strengths/Weaknes
ses:RtI & pattern of strengths and
weaknesses relevant to identifying SLD
Conditions 1 and 2 not primarily the result of:
Visual, hearing or motor disability
Intellectual disabilityEmotional/Behavioral
disabilityCultural factors
Irregular attendanceEnvironmental or
economic disadvantageClassroom behavior
Limited English proficiency
Condition 1 Condition 2 Condition 3
+ +
RtI:Insufficient response to
scientific, research-based intervention
or
After July 1, 2010
LI Criteria for Eligibility(for K-12; effective July 1, 2010)
Underachievement in:Oral expression
Listening comprehensionSocial interaction
Written expressionPhonological processingReading Comprehension
Conditions 1 and 2 not primarily the result of:
Chronological ageGender
Cultural/ethnic factorsLimited English
proficiencyIrregular attendance
Condition 1 Condition 2 Condition 3
+ +
RtI:Insufficient response to
scientific, research-based intervention
Comprehensive Eval:
Evidence of LI, including all required
eval components & criteria listed in (7)
(c)(1-3; 4 if pragmatic)
and
LI and SLDWhy might this comparison be a difficult one
to make?Similarities in symptomsSimilarities in specific disorder criteriaEtiology and behavioral specificity of
learning problemsComorbidity issuesChanges in symptomology across the
lifespan
Notes from Bishop & Snowling (2004)Proposed a model comparing SLI and dyslexia
subtypes of language-learning disability (LLD)occupy different areas of a 2-dimensional space in
their modelcontinuities exist, but “differences cannot be
captured by a simple gradient of severity” (p. 858).
Classic dyslexia
No impairment
Classic SLI Poor comprehenders
A
C
B
D
--
--
nonphonological skills
+
+ phonological skills
Children with Language Learning Disabilities (LLD)
Experience problems transcending reading and writing instructionWord reading, oral and written vocabulary
learningMorphological and syntactic awareness.
Listening and reading comprehension; and semantic access
Understanding and attending to teacher’s instructional language
Using language to mediate and self-regulate (Mody & Silliman, 2009)
IDEAIDEA defines language impairment
(LI) as:“…a communication disorder, such
as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”
IDEAIDEA defines SLD as:
“…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…”
FloridaApproved SBE Rule 6A-6.030121, F.A.C., (LI)
definition: (1)“Language Impairments are defined as
disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education services.”
(1)(a) “A language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken and/or written language. These include: Phonology Morphology Syntax Semantics Pragmatics
Florida
SBE Rule 6A-6.03018, F.A.C., (SLD) definition:A specific learning disability is defined as a
disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.
LI and SLD ComparisonLI – SBE Rule 6A-6.030121, F.A.C.
Due to deficits in the student’s language skills, the
student does not perform and/or function adequately for the student’s chronological
age or to meet grade-level standards as adopted
in Rule 6A-1.09401, F.A.C., in one or more of the
following areas, when provided with learning
experiences and instruction appropriate for the
student's chronological age or grade:1. Oral expression;2. Listening comprehension;3. Social interaction;4. Written expression;5. Phonological processing; or,6. Reading comprehension.
SLD – SBE Rule 6A-6.03018, F.A.C.
When provided with learning experiences and instruction
appropriate for the student’s chronological age or grade
level standards …the student does not achieve adequately
for the student’s chronological age or does not meet grade-
level standards…in one or more of the following areas
based on the review of multiple sources which may include group and/or individual criterion or norm-referenced measures, including individual
diagnostic procedures:1. Oral expression;2. Listening comprehension;3. Written expression;4. Basic reading skills;5. Reading fluency skills;6. Reading comprehension;7. Mathematics calculation; or8. Mathematics problem solving.
Approved SBE Rule 6A-6.030121, F.A.C., (LI)9 sections:1. Definition2. Procedures prior to initial valuation for PK3. Evaluation procedures for PK4. Eligibility criteria for PK5. General education intervention procedures &
activities for K-126. Evaluation procedures for K-127. Eligibility criteria for K-128. Documentation of determination of eligibility 9. Language services
LI and SLD
SLD RuleLI RuleEvaluation
Components
PK, K-12
Language Services
Mutually AgreeableExtension
Clause
Common areasGeneral education
intervention procedures
Data re: well-delivered scientific, research based instruction & intervention
Data-based documentation
Request consent to evaluate:•Inadequate progress
•Interventions effective but require sustained & substantial effort
•When referral made
Documentation of eligibility determination
Parent involvementObservations
Review of dataVision/hearing screenings*
EB Interventions
Repeated measures ofperformance/functioning@ reasonable intervals,
communication of student response
Despite appropriateinstruction & intense
individualized interventions
Shift the focus fromProcedural Concerns to Instructional Focus
Reliance on Formulas and Checklists to Systematic Problem-solving
Territorial Silos to Blended Expertise
Label-seeking to Instructional Solution-seeking
Comfortable Safety to Sensible Solutions
“Testing” to Instructionally Relevant Assessment
Categories to Whole Child as a General Education Student, regardless of educational needs
20
ReferencesBishop, D.V.M., & Snowling M.J. (2004). Developmental dyslexia
and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886.
Catts, H.W., Adolf, S.M., Hogan, T.P., & Weismer, S.E. (2005). Are specific language impairment and dyslexia distinct disorders. Journal of Speech, Language, and Hearing Research, 48, 1378-1396.
Rispens, J, & Been, P. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and specific language impairment (SLI): A closer look. International Journal of Language & Communication Disorders, 42(3), 293-305.
Silliman, E.R., Butler, K.G., & Wallach, G.P. (2003). The time has come to talk of many things. In K.G. Butler & E.R. Silliman (Eds.), Speaking, reading, and writing in children with language learning disabilities: New paradigms for research and practice (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.