Transcript www.metrospeechlanguagenetwork.org

Relationships Among
SLD, SLI, and CLD
Cindy Millikin, Supervisor, SLP Consultant CDE
Fran Herbert, Principal Consultant, CDE
Metro Symposium 2-4-12
Relationships Among SLD, SLI, and CLD
SLD: Review of Eligibility
Criteria & Determinations
2
Relationships Among SLD, SLI, and CLD
Caution should be taken not to delay a referral for special education
evaluation beyond the point when the team should be suspecting a
disability. RtI problem-solving and the provision of interventions do
not replace the right of a child with a disability to be identified as
such and to receive special education and related services.
- adapted from Colorado Guidelines for Identifying Students with SLD (2008), p. 40
An OSEP Memo to State Directors of Special Education dated 1/21/11
reiterates that an RtI process cannot be used to delay or deny an evaluation
for eligibility under IDEA.
ELL
3
Important not to delay referral for second language learners
when SLD is suspected.
Relationships Among SLD, SLI, and CLD
State/Federal Definition of SLD
“Specific learning disability (SLD) means 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……….”
4
Relationships Among SLD, SLI, and CLD
Specific Learning Disability
The following eligibility criteria must be met:
 The child does not achieve adequately for the child’s age
or to meet State-approved grade-level standards …when
provided with learning experiences and instruction
appropriate for the child’s age or state-approved gradelevel standards…
and
 The child does not make sufficient progress to meet age
or state approved grade-level standards … when using a
process based on the child’s response to scientific,
research-based intervention.
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Relationships Among SLD, SLI, and CLD
As determined by a body of evidence
demonstrating…
• Academic skill deficit(s); and
• Insufficient progress in response to scientific,
research-based intervention
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Relationships Among SLD, SLI, and CLD
The SLD eligibility criteria must be met in one or
more of the following areas…
•
•
•
•
•
•
•
•
Oral expression
Listening comprehension
Basic reading skills
Reading fluency
Reading comprehension
Written language
Basic mathematical skills
Mathematical reasoning
}
Not new to federal law*, but added in
Colorado ECEA Rules (2008) to align
with federal law (IDEA ’04)
* Specified in federal law as “areas” of SLD since 1975
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Relationships Among SLD, SLI, and CLD
Consideration of “Exclusionary Factors”
• The learning problems in the area(s) identified are not
primarily due to…
• Visual, Hearing or Motor Disability;
• Intellectual Disability (assess Adaptive Behavior first – a
child found to be within normal limits would not be
special education eligible within this category)
• Serious Emotional Disability (Data from observation and
checklists)
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Relationships Among SLD, SLI, and CLD
Consideration of “Exclusionary Factors” (cont.)
The learning problems in the area(s) identified are not
primarily due to…
• Cultural Factors (Local, disaggregated norms for AYP);
• Environmental or Economic Disadvantage (AYP for
low SES); or
• Limited English Proficiency (AYP data for LEP) – see
pages 59-61 in Guidelines
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Relationships Among SLD, SLI, and CLD
Consideration of “Exclusionary Factors” (cont.)
References to “AYP” in the previous slide…
A school system should be cognizant of the Adequate
Yearly Progress data for all disaggregated groups. If most
students within a school setting who are of a particular
ethnic group, low SES, or at a similar level of English
language acquisition are achieving poorly, it might be
inappropriate to label an individual student from one of
these groups as having a disability based on similar poor
performance. The system should be striving to provide
(universal/core) instruction in such a way as to improve
the achievement of all students.
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Relationships Among SLD, SLI, and CLD
Consideration of “Exclusionary Factors” (cont.)
The determination that an individual student’s difficulties
are not “primarily due to” one of these specified factors
must be carefully weighed by eligibility team.
One or more of these factors may certainly be relevant to a
individual child whose difficulties may appropriately be
determined to be the result of a Specific Learning
Disability. Even though these factors are commonly
referred to as “exclusionary,” they can co-exist with an
identified SLD disability.
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Relationships Among SLD, SLI, and CLD
Findings of disability/eligibility are not due to…
• lack of appropriate instruction in reading, including in the
essential components of reading instruction (as defined in
section 1208(3) of the Elementary and Secondary
Education Act of 1965);
• lack of appropriate instruction in math; or
• limited English proficiency.
Applicable to consideration of any disability!
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Relationships Among SLD, SLI, and CLD
SLD: Evaluation &
Body of Evidence
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Relationships Among SLD, SLI, and CLD
Full and Individual Evaluation…
 More focused than when conducted a “comprehensive
evaluation” (e.g., same battery of assessments for all referred)
 Student assessed in all areas related to suspected
disability
 Must be “sufficiently comprehensive” to identify all child’s
special education needs (whether or not commonly linked to
primary disability)
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Relationships Among SLD, SLI, and CLD
Evaluation
In conducting an evaluation, the public agency must—
 Use a variety of assessment tools and strategies to
gather relevant functional, developmental, and academic
information…
 Not use any single measure or assessment as the sole
criterion for determining whether a child is a child with a
disability and for determining an appropriate educational
program for the child…
-34CFR §300.304(b)
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Relationships Among SLD, SLI, and CLD
Building a Body of Evidence: A “variety of assessment tools
and strategies” (during RtI & evaluation) may include…
•
Interviews (classroom, family)
•
Observations in relevant settings (classroom)
•
Analysis of work samples
•
Performance of informal tasks
•
Curriculum Based Measurements and/or
•
Other progress monitoring strategies
(Required at some point for SLD determination)
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Relationships Among SLD, SLI, and CLD
Building a Body of Evidence: A “variety of assessment tools
and strategies” (during RtI & evaluation) may include…
• Results from state and district assessments
• Functional Behavior Assessment
• Behavior Rating Scales
• Vocational assessments
• Norm-referenced assessment (focused, not full
battery for every child referred)
(Required at some point for SLD determination)
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Relationships Among SLD, SLI, and CLD
Body of Evidence (Converging Data)
SLD identification should be based on a convergence of
data gathered throughout the RtI/problem-solving process
as well as any further assessment data gathered as part of
the evaluation for special education.
Specifically, Colorado Rules require “a body of evidence
demonstrating: academic skill deficit(s); and insufficient
progress in response to scientific, research-based
intervention” to determine that these two key criteria for
SLD have been met.
ELL
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Relationships Among SLD, SLI, and CLD
Assessment Purposes/Types:
 Universal Screening/Benchmarking (at grade level)
◦ Brief assessments of key skills
◦ Comparison to established benchmarks
◦ Identification of students at-risk
 Progress Monitoring (typically at instructional level)
◦ Frequent measures of skill attainment
◦ Measurements are sensitive to incremental growth
◦ Provides evidence of sufficiency of growth (e.g., evidence of “insufficient
progress in response to scientific, research-based intervention”)
 Diagnostic/Prescriptive Assessment
◦ Focused to identify specific skills needing improvement (within area of
concern)
◦ Typically norm-referenced & individually administered
◦ Informs specific instruction or intervention for an individual student
◦ Adds to evidence of performance level (e.g., evidence of “academic skill
deficit” for eligibility determination)
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Relationships Among SLD, SLI, and CLD
Considerations in Determining Disability...
Specific Learning Disability
(SLD) v Speech or
Language Impairment (SLI)
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Relationships Among SLD, SLI, and CLD
Considerations in Determining Disability...
Speech or Language
Impairment (SLI)
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Relationships Among SLD, SLI, and CLD
Speech or Language Impairment
“A child with a speech or language impairment shall
have a communicative disorder which prevents the
child from receiving reasonable educational benefit
from regular education.”
Colorado ECEA Rules [section 2.08(7)]
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Relationships Among SLD, SLI, and CLD
Criteria for a speech or language impairment … shall include:
• Interference with oral and/or written communication in
academic and social interactions in his/her primary
language.
• Demonstration of undesirable or inappropriate behavior as a
result of limited communication skills.
• The inability to communicate without the use of assistive,
augmentative/alternative communication devices or
systems.
- Colorado ECEA Rules [2.08(7)(b)]
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Relationships Among SLD, SLI, and CLD
Speech or Language Impairment
• Speech or Language Impairment
– Deficit disability
– Determined by an assessment process that compares
a child’s performance to a representative normative
sample of children of the same age and demographic
characteristics
– Performance is significantly discrepant from agerelated peers – language impaired
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Relationships Among SLD, SLI, and CLD
Areas of Significant Overlap Between SLD
and SLI
• Oral Expression / Expressive Language
• Listening Comprehension / Receptive Language
• Pre-Literacy/Early Literacy Skills
SLD
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SLI
The Many Strands that are Woven into Skilled Reading
(Scarborough, 2001)
LANGUAGE COMPREHENSION
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE
LANGUAGE STRUCTURES
VERBAL REASONING
Skilled Readingfluent coordination of
word
reading
and
SKILLED
READING:
fluent execution and
comprehension
coordination of word
recognition
and text
processes
comprehension.
LITERACY KNOWLEDGE
WORD RECOGNITION
PHON. AWARENESS
DECODING (and SPELLING)
SIGHT RECOGNITION
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
Relationships Among SLD, SLI, and CLD
Strategies for the Root Cause Analysis
of Reading Problems
• The woven skills of language and reading
• Relationship of Specific Learning Disabilities and
Speech or Language Impairments (specifically,
Language Impairments)
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Relationships Among SLD, SLI, and CLD
Oral Expression
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Relationships Among SLD, SLI, and CLD
What is Oral Expression?
Oral expression is the ability to convey wants,
needs, thoughts, and ideas meaningfully
using appropriate syntactic, pragmatic,
semantic, and phonological language
structures.
Oral expression should NOT be confused with
reading aloud or reading fluently.
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Relationships Among SLD, SLI, and CLD
Examples of Oral Expression in the Classroom
Students are asked to…
– share stories or retell and answer questions over
stories read to them to demonstrate comprehension
– predict or make inferences
– express their opinions
– tell what story is about (main idea) in sequence
(beginning, middle, end)
– Summarize what they’ve read
– Question as they read
– Clarify as they read
– Revisit predictions as they read
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Relationships Among SLD, SLI, and CLD
Oral Language: Importance to Learning
• Oral language provides the foundation for literacy
development which leads to success in reading
and writing.
• Both comprehension and expression are essential
to academic achievement in all content areas.
• Communication skills are critical for overall
success in school.
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Relationships Among SLD, SLI, and CLD
ELL
Oral Language:
Language Acquisition for L1 and L2
• Developmental sequence – for both first and second
language acquisition
• As knowledge and experiential base expands, language
becomes more cognitively and academically complex;
decontextualized
• Acquisition influenced by: culture, environment,
experience, exposure, instruction, and active
communication
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Relationships Among SLD, SLI, and CLD
Listening Comprehension
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Relationships Among SLD, SLI, and CLD
Listening Comprehension…
“Listening comprehension refers to the
understanding of the implications and
explicit meanings of words and sentences
of spoken language.”
CDE Guidelines for Identifying Students with Specific Learning Disabilities
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Relationships Among SLD, SLI, and CLD
Listening Comprehension Skills
• Comprehension – understanding
semantics, grammar, syntax and pragmatic
considerations
• Making connections to prior learning
• Listening comprehension precedes reading
comprehension
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Relationships Among SLD, SLI, and CLD
Language Components of both Oral Expression
and Listening Comprehension:
Syntax – word order; sentence structure
Grammar – the rules of language
Morphology – the smallest units of meaning in words
Pragmatics/social language – making language choices based
on social contexts; speaking/writing for specific audiences
Semantics – knowledge of vocabulary; meaning-based
language
Phonology – understanding the sound rules of our language and
use of sounds to encode the meaning of language
Metalinguistics – the conscious consideration of language
through use of language; meta-skills are CRUCIAL to reading
36
Relationships Among SLD, SLI, and CLD
Impact of Language Impairments
• Impact on meeting the grade level standards
• Two areas of SLD specific to language, itself – although
a language impairment will impact all areas of literacy
– Oral Expression
– Listening Comprehension
• Other areas of SLD will also be impacted by a language
impairment
– Reading – basic reading skills, reading
comprehension, written language, and to some
extent, reading fluency
– Written language
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Relationships Among SLD, SLI, and CLD
Interventions
• Any interventions for oral expression or listening
comprehension should be anchored in
curriculum
• Measures of improvement should be linked to
academic progress monitoring
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Relationships Among SLD, SLI, and CLD
Language and Literacy
Speech/Language Areas
Literacy Areas
•
•
•
•
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•
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•
•
•
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•
•
•
•
Semantics/Vocabulary
Syntax
Morphology
Pragmatics
Grammar
Phonology/Articulation
Metalinguistics
Fluency
Voice
Semantics
Syntax
Morphology
Pragmatics
Orthographic
Graphophonemic
Graphemic
Text Type, Genre, and
Text Structure
Kucer, S.B. (2005). Dimensions of literacy: A conceptual base for teaching reading and writing in school
settings. Mahwah, NJ: Lawrence Erlbaum Associates.
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Relationships Among SLD, SLI, and CLD
General Considerations When Selecting Interventions:
•
•
•
•
Research/evidence-based
Targeted to student needs
Sensitive to cultural differences
Level of acculturation and stage/level of English
language acquisition
• CELP – Colorado English Language Proficiency
Standards (WIDA)
ELL
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Relationships Among SLD, SLI, and CLD
Narrative Skills
• Sequencing activities such as arranging picture
cards to illustrate a story and then providing the
language of the story
• Re-tell
• Summarize
• Create narratives with explicit scaffolding provided if
needed for beginning, middle, and end
• Learn the language and vocabulary of story
grammars
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Relationships Among SLD, SLI, and CLD
SLD/SLI: Considerations in
Determining
Disability
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Relationships Among SLD, SLI, and CLD
Considerations in determining disability…
• Is there a sufficient body of evidence in all areas of suspected
disability to make a determination decision?
• Are the eligibility criteria for ANY categorical disability met?
Continued eligibility may NOT be warranted – a child may no
longer meet the criteria for any of the disability categories.
• There is some overlap between SDI and SLD -- both address
language skills that impact academic achievement.
• Assuming eligibility criteria being met, it would typically be more
appropriate to identify a young child as SLI since formal
academic instruction, especially in reading, has not yet
occurred.
• Ultimately, the multidisciplinary eligibility team, including the
parent, will examine the body of evidence and make any
determination of disability.
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Relationships Among SLD, SLI, and CLD
Most importantly….
Consider the continuum of instruction, intervention and support
that effective implementation of a tiered system of support
provides through Recognition & Response or RtI.
Consider what each of our roles are for ensuring that each child’s
learning needs are being met in preschool, kindergarten and
beyond – and that the student meets the standards.
Consider how communication and information sharing can be
continually improved upon for optimal educational benefit for all
children.
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Relationships Among SLD, SLI, and CLD
Critical Sharing of Information
May include…
• previous referrals, evaluations, special education history
• health/social histories
• observation of area(s) of difficulty in learning environment
• classroom-based assessment data
• Targeted instruction/intervention provided that has been
effective
• progress monitoring data (e.g., curriculum-based measures)
• school records, schools attended and attendance history
• prescriptive/diagnostic, standardized and/or norm-referenced
assessments
• ELA assessments and information, including stage/levels of
language acquisition
• primary language/home language survey
ELL
• assessment of acculturation
45
Relationships Among SLD, SLI, and CLD
CLD: (Cultural and/or Linguistic
Diversity) &
SLD
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Relationships Among SLD, SLI, and CLD
Key Question: What are the unique considerations
and procedures when referring, evaluating and
identifying a student who is culturally and/or
linguistically diverse?
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Relationships Among SLD, SLI, and CLD
“Exclusionary Factors”
Specific learning disability does not include learning
problems that are primarily the result of: visual,
hearing, or motor disabilities; significant limited
intellectual capacity; significant identifiable emotional
disability; cultural factors; environmental or economic
disadvantage; or limited English proficiency.
[2.08(6)(a)(i) of Colorado ECEA Rules; consistent with
federal regulations]
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Relationships Among SLD, SLI, and CLD
Student Profile
Language
Culture
Student
Family
History
Adapted from WIDA Consortium
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Academic
Strengths
Educational
History
Relationships Among SLD, SLI, and CLD
How do cultural influences, such as
values, social interaction patterns,
expectations and behaviors, experiences
and linguistic patterns affect classroom
expectations and performance?
50
Relationships Among SLD, SLI, and CLD
Potential Differences In Values
Of Students
•
•
•
•
•
•
•
•
51
Individual Oriented
Independence
Informal
Self
Expressive/Spontaneous
Direct, Confrontational,
Assertive
Challenges Authority
Personal Achievement
Oriented
Competitive
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Immediate Gratification
Group Oriented
Conformity
Formal
Restraint/Private
Indirect, Face Saving
Accepts Authority
Affiliation Oriented
Cooperative
Delayed Gratification
Relationships Among SLD, SLI, and CLD
Student Checklist:
Social Interaction
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•
•
•
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•
•
•
52
Physical Proximity (personal space)
Use of Touch
Eye Contact
Privacy
Rhythm & Rate of Speech
Direct/Nondirective Communication patterns
Hand Shake
Body posture
Relationships Among SLD, SLI, and CLD
Student Checklist:
Language
•
•
•
•
Speaks excessively
Speaks infrequently
Uses gestures
Speaks in single words
or phrases
• Refuses to answer
questions
53
• Does not volunteer
information
• Comments
inappropriately
• Poor recall
• Poor comprehension
Relationships Among SLD, SLI, and CLD
Student Checklist:
Language (cont’d.)
•
•
•
•
•
•
54
Poor vocabulary
Difficulty sequencing events
Unable to tell or retell stories
Confuses similar sounding words
Poor pronunciation
Poor grammar/syntax
Relationships Among SLD, SLI, and CLD
School Day in the Life of an ELL
School Day
ELD Time
Non-ELD Time
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Relationships Among SLD, SLI, and CLD
Organization of the CELP Standards
CELP Standards
Grade Level Clusters
Language Domains
English Language
Proficiency Levels
Model Performance
Indicators
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Relationships Among SLD, SLI, and CLD
CELP Standards
Social
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Academic Language
57
Language of
Science
Language of
Social
Studies
Relationships Among SLD, SLI, and CLD
CELP Standards
Grade level
Clusters
Language Domains
English Language
Proficiency Levels
Model
Performance
Indicators
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Relationships Among SLD, SLI, and CLD
Five Grade-Level Clusters
PreK-K
59
1-2
3-5
6-8
9-12
Relationships Among SLD, SLI, and CLD
CELP Standards
Grade level Clusters
Language
Domains
English Language
Proficiency Levels
Model
Performance
Indicators
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Relationships Among SLD, SLI, and CLD
Language Domains
Speaking
Reading
LANGUAGE
Writing
Listening
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Relationships Among SLD, SLI, and CLD
CELP Standards
Grade level Clusters
Language Domains
English
Language
Proficiency
Levels
Model
Performance
Indicators
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Relationships Among SLD, SLI, and CLD
Levels of English Language
Proficiency
5
4
3
2
1
ENTERING
63
BEGINNING
DEVELOPING
EXPANDING
BRIDGING
6
R
E
A
C
H
I
N
G
Relationships Among SLD, SLI, and CLD
Language Development
Language Proficiency
5 Bridging
Linguistic
Complexity
4 Expanding
3 Developing
2 Emerging
1 Entering
WIDA Consortium
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Forms and
Conventions
Vocabulary
Usage
Relationships Among SLD, SLI, and CLD
CELP Standards
Grade level Clusters
Language Domains
English Language
Proficiency Levels
Model
Performance
Indicators
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Elements of a MPI
Language Function
Content Stem
Type of Language Support
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Relationships Among SLD, SLI, and CLD
Creating an MPI which connects to
Colorado Academic Standards (CAS)
and local curriculum
Make lists of real-world
examples of threedimensional shapes from
labeled models
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Relationships Among SLD, SLI, and CLD
Model Performance Indicator (MPI)
The language
function
Make lists of real-world
examples of three-dimensional
shapes from labeled models
The content stem
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CELP Standard 3: The Language of
Mathematics
Grades 3-5
Summative Framework
Writing
Level 1
The type of
support
Relationships Among SLD, SLI, and CLD
Type of Language Support
• Allows English language learners to access
content through language
• Should be used in both instruction and
assessment
• Provide multiple pathways (sensory, graphic,
and interactive) for processing and producing
language
• May include native languages and cultural
context as a support
Use labels/visuals
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Relationships Among SLD, SLI, and CLD
Language Supports
• Support may include teaching techniques, such
as modeling, feedback or questioning
• Other types of support involve students using
visuals or graphics, interacting with others or
using their senses to help construct meaning of
oral or written language
(TESOL, 2006)
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Relationships Among SLD, SLI, and CLD
WIDA DOWNLOADS & RESOURCES
•
•
•
•
•
ELP Standards, 2007 Edition, PreK-Grade 5
ELP Standards, 2007 Edition, Grades 6-12
WIDA ELP standards tutorial
Search the Standards
Understanding the WIDA ELP Standards:
– A Resource Guide, 2007 Edition
• Performance Definitions, 2007 Edition
• Speaking and Writing Rubrics, 2007 Edition
• CAN DO Descriptors
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Relationships Among SLD, SLI, and CLD
Cultural Factors & English Language Proficiency
 Critical to the determination of SLD is the consideration of
the impact of one or both factors on learning and whether
the student’s learning difficulties are “primarily the result
of…” either or both factors
 Certainly either/both of the factors may co-exist with an
appropriate identification of SLD
 Important to document student information and rationale
when determining a student with one or both factors as
having a disability and being eligible for special education
services
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Relationships Among SLD, SLI, and CLD
Documentation should include…
 Results of the Home Language Survey which determines
if the child’s primary home language is other than
English (PHLOTE) and if so…
 Results of the CELApro Place Assessment (Colorado
English Language Acquisition Proficiency Assessment) - required to be given within 30 days
 If determined to be an English Language Learner
describe the type of services the student is receiving
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Relationships Among SLD, SLI, and CLD
Guiding questions when considering referral/eligibility
of student who is CLD...
 Does evidence exist that universal (core) instruction is
effective with most students who share this student’s cultural
characteristics and/or stage of English language proficiency?
 Does evidence exist that a student’s achievement and rate
of progress differ significantly from that of demographically
similar students?
 Are interventions implemented determined to be culturally
and/or linguistically appropriate?
 Is the student, if ELL, receiving targeted intervention in
addition to ELA services?
 Is the achievement gap with grade-level peers closing?
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Relationships Among SLD, SLI, and CLD
Evaluation/Assessment if CLD
 Include parent/family interviews
 Select assessments that minimize cultural bias
 Include informal measures to supplement standardized
assessments
 Include dynamic assessment of learning
 Assess non-English dominant students in native language
 Assess English dominant students in English and, if
appropriate, in native language
 Ascertain whether errors are typical of other students with
similar backgrounds
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Relationships Among SLD, SLI, and CLD
Evaluation/Assessment if CLD
 Focus on educational needs rather than on perceived or
inferred intellectual deficits
 Identify learning assets and strengths as basis for new
learning
 Review test results with family members (or others with
similar background) to gain additional insight as to the
student’s performance
 Include disclaimers/cautions concerning any departures
from standard testing procedures and possible effects on
interpretation
 Interpret evaluation data within a team setting
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Relationships Among SLD, SLI, and CLD
Websites
• www.asha.org (American Speech Language Hearing Association)
• www.eclpublications.com/ (language development materials)
• www.interventioncentral.org
• www.interactivereadalouds.com
• www.thegraycenter.org (social stories)
• http://randr.fpg.unc.edu/index (Recognition and Response)
• http://www.ncld.org/ (National Center for Learning Disabilities)
• htt://www.wida.us/standards/elp.aspx(World-Class Instructional
Design and Assessment-WIDA)
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Relationships Among SLD, SLI, and CLD
Colorado Department of Education
http://www.cde.state.co.us/
• Guidelines for Identifying Students with Specific Learning Disabilities
(CDE 2008) & other SLD resources
http://www.cde.state.co.us/cdesped/SD-SLD.asp
• Speech-Language resources http://www.cde.state.co.us/cdesped/SDSLI.asp
• Response to Intervention (RtI): A Practitioner’s Guide to
Implementation (CDE 2008) & other RtI resources
http://www.cde.state.co.us/RtI/
• Language, Culture and Equity Unit , CDE (formerly ELA)
http://www.cde.state.co.us/cde_english/index.htm
• Learners who are Culturally and/or Linguistically Diverse Suspected of
Having Educational Disabilities
http://www.cde.state.co.us/cdesped/cld.asp
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