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What are the laws pertaining to special education?
EAHC OR IDEA
- IDEA
- Education for All Handicapped Children (1975), Public Law 94-142:
- -Provides access to a Free Appropriate Public Education (FAPE) for individuals with disabilities (birth to 22, by Dec of the school year, you are done with High School education and adult ed)
- -Least Restrictive Environment (LRE)
- *Need to provide the student with environment that is as close to the regular school environment as possible.
- -parent rights
- -Renamed as the Individuals with Disabilities Education Act in 1990 (reauthorized in 1997 and 2004)
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What are the laws pertaining to special education?
NCLB
- –Passed by Congress in 2001
- -Designed to show that schools are making “Adequate Yearly Progress” (AYP) towards all students graduating from high school being proficient in Language Arts and Math by the year 2014
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What is the focus of NCLB?
- Accountability for the Progress of all Students
- Provide schools in need of improvement with help to get back on track
- Requires schools in need of improvement to spend at least 10% of Title I funds on Staff Development
- Ensures that Teacher Quality is a High Priority
- Using Scientific-Research based-focuses on what works
- Expands parent options for students in program improvement schools
- -Right to transfer to a new school if the parent requests it, transportation nOT included
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What is the accountability for all students according to NCLB
- State and Districts must provide the public with information about their schools and teachers in the form of an Annual Report Card
- -School Accountability Report Card (SARC) in CA
- State Assessment Results: based on basic, proficient, and advanced. Results are broken down into race, ethnicity, disability status, English Language Learners, low income status, gender and migrant status
- Schools and group achievement group goals are compared with actual performance results
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Components of Language:
Semantics
- Study of word meaning
- Vocab or lexicon
- -depends heavily on environment, exposure, cultural experiences and capacity of each child to learn
- -world knowledge-a child's experiential and autobiographical memory and understanding of particular events
- -word knowledge-verbal involving and symbol definitions ex: many words for snow
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Components of Language:
Semantics
Important elements of semantic development
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- Synonyms
- Antonyms
- Deictic words-reference changes depending upon who is speaking
- Lets give it a go
- Don't go there
- You have to go
- Go home
- Go ahead
- Categorization
- Humor
- -Jokes
- -Puns
- -Riddles
- Figurative language
- -Proverbs (Aesop’s Fables)
- -Idioms (she’s a peach, raining cats and dogs)
- -Metaphors
- These also impact pragmatic skills
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Components of Language:
Morphology and morphemes
- Study of word structure, how words are formed
- Words that cannot be broken down into smaller parts and can have other
- morphemes added to them
- -Free/base/root morphemes (mean something and can stand alone)
- -Base morphemes (prefix, suffix added to base)
- -Allomorphs-variations of morphemes may be spelled same but pronounced differently
- Ex: past tense /ed=cooked (pronounced t), kissed
- Morphemes are a means of modifying word structures to change meaning.
- Talking about languages, the morphology of a given language describes the rules of such modifications.
- These make languages similar or unique
- Must take into consideration the L-1 of the person when assessing for a language disorder
- -May not have the same morpheme structure
- – African American
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Components of Language:
Syntax
- Greatly interrelated with morphology
- –Word order and the arrangement of words to form meaningful sentences
- -Syntax or word structure varies between languages (ex: Spanish/ English)
- -Kernel sentence/phrase or base structure
- -The house new/The new house
- – ALWAYS take into consideration the structure of the L-1 when evaluating a child
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Components of Language:
Evaluation of Syntax
- Should include the 6 types of sentences used
- -Declaratives: statements
- -Imperatives: commands or requests
- -Exaclamatory: strong feelings
- -Interrogatives: questions
- -Active: subject performs actions of the verb
- -the student read the book.
- -Passive: subject receives the action of the verb
- -the book was read by the student.
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Components of Language:
Pragmatics
- Study of rules that govern the use of language in social situations or social language
- looks at the function: what is the purpose and the context of the utterance
- significant impact in autism, mental retardation and emotional disturbance
- strong relationship to morphology
- functions (uses of language)
- -commenting-that's a kitty
- -labeling-naming
- -protesting-objecting
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Components of Language:
Pragmatics and context
- Context involves where the utterance takes place, to whom it is directed and what and who are present at the same time
- direct speech acts
- -bring me the ball
- Indirect speech acts
- -used to convey politeness
- -will you please bring me the ball?
- use of too much indirect speech is seen as weak, unsure of self
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Components of Language:
Pragmatics and conversational skills
- Turn taking (depends on child's cultural and linguistic background)
- -Afro Amer don't always follow traditional rule-interruptions permitted due to competition
- -listening
- -commenting
- -topic maintenance
- -order of statements/coherent statements and repair of conversation
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Components of Language:
Pragmatics and knowledge and use of discourse
- connected flow of language
- how utterances are related
- monologue
- dialogue
- conversation
- narratives
- form of discourse where speaker tellsstory- talks of logical sequence of events
- retell story, events in day (what did you do today)
- cultural differences and experiences must be taken into consideration
- dynamic assessment and observation over time may be needed to assess students
- -looking at the students work over a period of time
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Components of Language:
Phonology
- Study of how sounds are put together to form words and other linguistic units
- -does not stand alone-is related to the other components of lang
- -relationship of speech sounds of a lang
- -rules for combining the sounds for making words
- -intonation and stress that goes with the sounds and words
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Models of Lang Disorders:
Categorical-Etiological
- Medical model
- determines causes (encephilitis etc)
- 5 categories:
- -motor disorders (cp)
- -sensory deficits (vision, hearing)
- -central nervous system damage
- -severe emotional-social dysfunctional
- -cognitive disorders (metal retardation)
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Models of Lang Disorders: Categorical-Etiological
pros and cons
- Pros
- – Helpful in obtaining services and educational placement
- – Helps label characteristics (child has autism, what do we know about autism)
- Cons
- -Not possible to always identify single cause
- –Doesn't identify cultural, motivational, social issues
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Models of Lang Disorders:
Descriptive Developmental
- looks a the child's behavioral strengths and weakensses
- compared with developmental norms-where is child in comparison to the hierarchy of skills of typically developing children
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Models of Lang Disorders:Descriptive Developmental
Pros and cons
- pros
- no need to look for a cause because you don't know why
- the description of the child's skills leadds to specific directions for intervention
- cons
- describing the behaviors can be time consuming
- without label, child may nto receive services
- autism, iD = RC (REGIONAL CENTER)
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Examples of SLI
- SPECIFIC LANG IMPAIRMENT
- strength in comprehension/weak comprehension
- strength in expression/weak comprehension
- defined as language impairment existing in the absences of other clearly defined criteria such as MR, Autism, hearing impairment
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General characteristics of SLI
- 1. Impairment specific to language
- 2. Slow to develop language
- 3. Generally do not outgrow it
- 4. Research shows genetic component (abnormalities in brain structure anD function)-task related mri's
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What are some cultural differences to watch for?
- Asian languages don't vuse bound morphemes
- African American English has different patterns than standard English expertise
- If still dominant in L-1 should not consider morphology as a deficet
- additional items to consider
- dialects: a variety of lang shared by a particular speech community for purposes of interaction
- -dialects a rule-governed variation in a lang used by racial, ethnic, syntactic, and pragmatic rules used by a particular group or community
- -reflects basic behavioral differences btw groups
- -although dialects of the same lang may differ in form, pronunciation, vocab and or grammar, they are alike enough to be understood by other speakers
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