CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS

SPED 4/53050INSTRUCTOR: BRIAN FRIEDT

Week five: Characteristics of SLD

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

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

Labels Dyslexia, dysgraphia, dyscalculia... Largely medical terms What matters in schools is the manifestation of the

disability As educators, we need to know impact on instruction

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

High school/post-secondary

Testing accommodations

Self-advocacy

Identification/instruction (brief)

More on this later!