March 2018 Speaker Disclosure Financial: • Language Levels and Modalities Receive(d) royalties from publications that inform this presentation: – • Nelson, N. W. (2010). Language and Literacy Disorders: Infancy through Adolescence . Boston, MA: Allyn & Bacon. How to Conduct Comprehensive • Nelson, N. W., Bahr, C M., & Van Meter, A. M. (2004). The writing lab approach to language instruction and intervention . Baltimore, MD: Paul H. Brookes Publishing, Inc. [out of print] Assessment and Intervention • Nelson, N. W., Plante, E., Helm-Estabrooks, N.,& Hotz, G., (2016). Test of Integrated Language and Literacy Skills (TILLS). Baltimore, MD: Paul H. Brookes Publishing, Inc. – Financial compensation from ASHA for this Webinar and Part II on Curriculum-Based Language Intervention Hawaii Speech-Language-Hearing Association – Grants from U.S. Department of Education, Office of Special Education Programs supporting work on the Writing Lab Approach, Nickola Wolf Nelson, PhD, CCC-SLP and from the Institute of Education Sciences, National Center for Special Education Research (Grant R324A100354), for Professor Emerita, Western Michigan U. standardization of TILLS. However, the opinions in this presentation are those of the author and not the U.S. government. nickola.nelson@wmich.edu Nonfinancial: • None – Course Objectives – After completing this Speaker Acknowledgements workshop, participants will be able to: – Coauthors of Test of Integrated Language and Literacy • Identify differences between profiles for students Skills (TILLS) -- Drs. Elena Plante, Nancy Helm-Estabrooks, & Gillian with oral-written language disorders, dyslexia, Hotz – Coauthors of the Student Language Scale (SLS) – Drs. and specific comprehension deficits Barbara M. Howes & Michele A. Anderson • Describe evidence-based approaches for treating – Codevelopers of The Writing Lab Approach -- Dr. Christine Bahr, Adelia Van Meter, Kalamazoo Public Schools problems at the sound/word level and the – Dozens of graduate assistants, collaborating teachers, sentence/discourse level and participating students • Discuss how to collaborate with teachers to NOTE: Case examples are composites of real students with some details modified to mask identity. All had parental permission and implement a classroom-based writing lab gave their assent for their work to be shared under protocols approach to address students’ comprehensive approved by the Western Michigan University Human Ss Insitutional Review Board. language and literacy needs N.W. Nelson 1
March 2018 Overview • Why oral and written language assessment? • Need for a coherent test model that will yield Overlapping categories and using the interpretable results • Introduction to the quadrant model and the language-levels quadrant model to sort language levels-by-modalities assessment model of the Test of Integrated Language and Literacy them out Skills (TILLS) • Gathering parent, teacher, and student input • Introduction to curriculum-based language assessment and intervention Language Impairment in School-Age Years Two Pathways to Identification as LD or S/LI Formal Assessment • What things would you need to measure? (SLS + TILLS) – Kindergarten/Grade 1 RtI Tier 3 / – Middle elementary IEP for SLD RtI Tier 1 RtI Tier 2 Assessment/ Identification – Later elementary – Middle to secondary school SLS + TILLS • How do you gather parental and teacher input? Assessment & Screening or Identification of SLI IEP for SLD Referral Note: PSW = Pattern of Strengths and Weaknesses; IEP = Individualized Education Program; SLD = Specific Learning Disability; S/LI = Speech or Language Impaired N.W. Nelson 2
March 2018 Students Classified as Speech/Language Impaired and Learning Disabled in a Single Cohort Followed Longitudinally 70 Language 60 Percentage of Special Ed. Disorders 50 40 SLI 30 LD 20 Reading Learning Disorders Disabilities 10 0 Kdg 1st 3rd 5th Grade Level Based on data reported by Mashburn, A. J., & Myers, S. S. (2010). Advancing research on children with speech-language impairment: An introduction to the Early Childhood Longitudinal Study — Kindergarten Cohort. Language, Speech, and Hearing Services in Schools, 41 , 61-69. Language Language Disorders Disorders Reading Disorders Learning Oral Language Dyslexia Disorders Disabilities LD (Dyslexia) N.W. Nelson 3
March 2018 Definition of SLD in IDEA Definition of SLD in IDEA • The term ‘specific learning disability’ means a • The term ‘specific learning disability’ means a disorder in one or more of the basic disorder in one or more of the basic psychological processes involved in psychological processes involved in understanding or in using language, spoken or understanding or in using language, spoken or written that may manifest itself in the written that may manifest itself in the imperfect ability to listen, think, speak, read, imperfect ability to listen, think, speak, read, spell, or do mathematical calculations. (IDEA spell, or do mathematical calculations. (IDEA 2004, §602.30, Definition) 2004, §602.30, Definition) Note: IDEA = Individuals with Disabilities Education Improvement Act (2004) Note: IDEA = Individuals with Disabilities Education Improvement Act (2004) Rethinking “Processes” International Dyslexia Association Think of Reading and Writing as Language Processes, not • Dyslexia is a language-based learning disability. JUST “achievement” • Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific Academic Performance language skills, particularly reading. • Students with dyslexia usually experience difficulties with other language skills such as Language Processes spelling, writing, and pronouncing words. (Oral and Written) • Dyslexia affects individuals throughout their lives; however, its impact can change at different stages Cognitive Processes in a person’s life. Think of Phonemic Awareness as Language Processes. May be under umbrella of “Cognitive Process” N.W. Nelson 4
March 2018 DSM-5 definition of dyslexia • “ Dyslexia is an alternative term used to refer The purpose of this letter is to clarify that there is nothing in the IDEA to a pattern of learning difficulties that would prohibit the use of the terms dyslexia, dyscalculia, and characterized by problems with accurate or dysgraphia in IDEA evaluation, eligibility determinations, or IEP fluent word recognition, poor decoding, and documents. … However, regardless of whether a child has dyslexia or any other poor spelling abilities” (p. 67). condition explicitly included in this definition of “specific learning disability,” or has a condition such as dyscalculia or dysgraphia not listed expressly in the definition, the LEA must conduct an evaluation in accordance with 34 CFR §§300.304-300.311 to determine whether that child meets the criteria for specific learning disability or any of the other disabilities listed in 34 CFR §300.8, which implements IDEA’s definition of “child with a disability.” Dyslexia Guidance (continued) Dyslexia Guidance (continued) OSERS reminds SEAs and LEAs about previous guidance In determining whether a child has a disability under the IDEA, regarding the use of MTSS, including RTI, and timely including a specific learning disability, and is eligible to receive evaluations, 1 specifically that a parent may request an initial special education and related services because of that disability, evaluation at any time to determine if a child is a child with a the LEA must conduct a comprehensive evaluation under disability under IDEA (34 CFR §300.301(b)), and the use of MTSS, §300.304, which requires the use of a variety of assessment such as RTI, may not be used to delay or deny a full and tools and strategies to gather relevant functional, individual evaluation under 34 CFR §§300.304-300.311 of a child developmental, and academic information about the child. This suspected of having a disability. information, which includes information provided by the parent, may assist in determining: 1) whether the child is a child with a disability; and 2) the content of the child’s IEP to enable the child to be involved in, and make progress in, the general education curriculum. 34 CFR §300.304(b)(1). N. W. Nelson, Western Michigan U., 2016 N. W. Nelson, Western Michigan U., 2016 N.W. Nelson 5
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