Week Five Sld Characteristics
- 1. CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS SPED 4/53050 INSTRUCTOR: BRIAN FRIEDT Week five: Characteristics of SLD
- 2. 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
- 3. Definitional clarity Unexpected underachievement Does not achieve commensurate with age or ability A 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
- 4. 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
- 5. 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
- 6. 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
- 7. Reading Automaticity Rate Fluency Comprehension
- 8. Writing Organization Content Spelling, grammar, usage...
- 9. Math Calculation PE MD AS Application
- 10. Metacognition Working memory Executive control Motivation Attention
- 11. Social behavior More likely to have social skill deficits NPR piece
- 12. High school/post-secondary Testing accommodations Self-advocacy
- 13. Identification/instruction (brief) More on this later!