CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS SPED 4/53050 INSTRUCTOR: BRIAN FRIEDT Week five:  Charac...
Historical context <ul><li>Category itself is comparatively new </li></ul><ul><ul><li>This (along with less social stigma)...
Definitional clarity <ul><li>Unexpected underachievement </li></ul><ul><li>Does not achieve commensurate with age or abili...
Early childhood <ul><li>Precursors to SLD might be present </li></ul><ul><ul><li>Gross/fine motor </li></ul></ul><ul><ul><...
School age <ul><li>Labels </li></ul><ul><ul><li>Dyslexia, dysgraphia, dyscalculia... </li></ul></ul><ul><ul><li>Largely  m...
Reading <ul><li>Phonemic awareness/phonological awareness </li></ul><ul><ul><li>Segmentation  (how many?) </li></ul></ul><...
Reading <ul><li>Automaticity </li></ul><ul><li>Rate </li></ul><ul><li>Fluency </li></ul><ul><li>Comprehension </li></ul>
Writing <ul><li>Organization </li></ul><ul><li>Content </li></ul><ul><li>Spelling, grammar, usage... </li></ul>
Math <ul><li>Calculation </li></ul><ul><ul><li>PE </li></ul></ul><ul><ul><li>MD </li></ul></ul><ul><ul><li>AS </li></ul></...
Metacognition <ul><li>Working memory </li></ul><ul><li>Executive control </li></ul><ul><li>Motivation </li></ul><ul><li>At...
Social behavior <ul><li>More likely to have social skill deficits </li></ul><ul><li>NPR piece </li></ul>
High school/post-secondary <ul><li>Testing accommodations </li></ul><ul><li>Self-advocacy </li></ul>
Identification/instruction (brief) <ul><li>More on this later! </li></ul>
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Week Five Sld Characteristics

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Week Five Sld Characteristics

  1. 1. CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS SPED 4/53050 INSTRUCTOR: BRIAN FRIEDT Week five: Characteristics of SLD
  2. 2. Historical context <ul><li>Category itself is comparatively new </li></ul><ul><ul><li>This (along with less social stigma) might account for larger identification rates </li></ul></ul><ul><li>Some brain/psychological connection </li></ul><ul><li>Traditional focus on language processing </li></ul>
  3. 3. Definitional clarity <ul><li>Unexpected underachievement </li></ul><ul><li>Does not achieve commensurate with age or ability </li></ul><ul><li>A discrepancy between expected and actual achievement </li></ul><ul><ul><li>Measurement difficulty </li></ul></ul><ul><ul><li>No longer a requirement for qualification </li></ul></ul><ul><ul><li>Still the best way to conceptualize term to others </li></ul></ul><ul><li>Failure to respond to interventions </li></ul><ul><ul><li>Recent development in law </li></ul></ul><ul><ul><li>Probably better for screening </li></ul></ul>
  4. 4. Early childhood <ul><li>Precursors to SLD might be present </li></ul><ul><ul><li>Gross/fine motor </li></ul></ul><ul><ul><li>Auditory/visual/linguistic processing </li></ul></ul><ul><ul><li>Attention </li></ul></ul><ul><li>Indicators of future difficulty </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Social development </li></ul></ul><ul><li>EARLY INTERVENTION </li></ul>
  5. 5. School age <ul><li>Labels </li></ul><ul><ul><li>Dyslexia, dysgraphia, dyscalculia... </li></ul></ul><ul><ul><li>Largely medical terms </li></ul></ul><ul><ul><li>What matters in schools is the manifestation of the disability </li></ul></ul><ul><ul><li>As educators, we need to know impact on instruction </li></ul></ul><ul><li>Impact of disability across these domains: </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Math </li></ul></ul><ul><ul><li>Metacognitive processes </li></ul></ul><ul><ul><li>Social skills </li></ul></ul>
  6. 6. Reading <ul><li>Phonemic awareness/phonological awareness </li></ul><ul><ul><li>Segmentation (how many?) </li></ul></ul><ul><ul><li>Isolation (first sound?) </li></ul></ul><ul><ul><li>Blending (put together?) </li></ul></ul><ul><ul><li>Identity (same sound?) </li></ul></ul><ul><ul><li>Categorization (does not belong?) </li></ul></ul><ul><ul><li>Rhyming </li></ul></ul><ul><ul><li>Deletion (take out a sound?) </li></ul></ul><ul><li>Phonemic awareness -> decoding -> comprehension </li></ul>
  7. 7. Reading <ul><li>Automaticity </li></ul><ul><li>Rate </li></ul><ul><li>Fluency </li></ul><ul><li>Comprehension </li></ul>
  8. 8. Writing <ul><li>Organization </li></ul><ul><li>Content </li></ul><ul><li>Spelling, grammar, usage... </li></ul>
  9. 9. Math <ul><li>Calculation </li></ul><ul><ul><li>PE </li></ul></ul><ul><ul><li>MD </li></ul></ul><ul><ul><li>AS </li></ul></ul><ul><li>Application </li></ul>
  10. 10. Metacognition <ul><li>Working memory </li></ul><ul><li>Executive control </li></ul><ul><li>Motivation </li></ul><ul><li>Attention </li></ul>
  11. 11. Social behavior <ul><li>More likely to have social skill deficits </li></ul><ul><li>NPR piece </li></ul>
  12. 12. High school/post-secondary <ul><li>Testing accommodations </li></ul><ul><li>Self-advocacy </li></ul>
  13. 13. Identification/instruction (brief) <ul><li>More on this later! </li></ul>

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