Chapter 9: Language in Children with Developmental Disabilities: ELLs with Suspected Language/Learni

  1. 3 gates to placement in special education
    • 1. disability determination
    • 2. adverse effect on the student's ed performance
    • 3. need for special ed services
  2. placement in special education
    disability determination
    • once testing has been completed, the IEPT convenes to discuss test results and determine if the student meets the criteria for a particular disability, based on the questions raised during the evaluation plan meeting
    • the evaluation and eligibility determination must be completed within 60 days one the parent give permission for testing
  3. placement in special education
    adverse effect
    • once a disability has been determined the IEPT discusses how the student's disability adversely effects his or her performance in the general ed curriculum
    • adverse effect is established by documenting that a student performs 
    •   -eg: 15% or below on 3 or more measures of school performance, generally over a six month period of time
  4. placement in special education
    adverse effect
    ways to document adverse effect
    • 1. standard or percentile scores on an individually administered nationally normed achievement test
    • 2. grades
    • 3. curriculum-based measures (rubric, standards)
    • 4. criterion-referenced or group administered norm-referenced assessments
    • 5. student work, lang samples, portfolios
  5. placement in special education
    need for special ed services
    • once the student has passed through the previous two gates of disability determination and adverse effect, the iept must document that the student is in need of specialized instruction to meet his or her learning needs
    • the team must show that the instruction cannot be provided in the general ed curriculum
    • role of esl instructor is similar to that in the pre-referral stage (providing info about how the current strategies are not effective in improving the student's learning
  6. what kind of document is the iep
    a fluid document in that it can altered at any point by the iep team
  7. children with autism
    what are the different types
    • autism
    • rett disorder
    • childhood disintegrative disorder
    • pdd-nos
    • asperger disorder
    • autism and asperger are most common forms
  8. what are the causes of autism
    not specifically identified by looking at neurological cause and genetic cause
  9. characteristics of asperger
    • usually higher function so slips through the cracks
    • all consuming interest in a specific topic
    • can hold monologue about their interests and not be aware of the interpersonal issues of the other person
    • may appear rude
  10. characteristics of autism in general
    • 1. communication
    •   -echolalic continues to say something over and over
    •   -lack of prosody, monotone
    •   -concrete vocab, non figurative info
    • 2. behavior
    •   -repetitive, difficulty if things don't follow a routine
    •   -self stimulatory, hand clapping
    • 3. social
    •   -lack of interaction, 
    •   -inability to read others (happy, mad etc)
    • 4. attention/eye contact
    •   -limited attention, short attention span
    •   -no eye contact or poor eye contact
  11. children with mr may exhibit ____________, where they leave the function words out of sentences and only include content words.
    telegraphic speech
  12. children with asd and or mr may demonstrate _______, or excessive talking about a subject that has been previously addressed or is inappropriate
  13. according to the  ______ hypothesis, children with asd have difficulty understanding the behavior of others, they have difficulty taking other's perspectives
    theory of mind
  14. children who have ____ have excellent word-recognition skills but don't understand what the words mean
  15. _______ refers to a child's ability to organize, integrate, and use sensory info that she receives from the environment
    sensory integration
  16. parents angry about child's autism diagnosis and do not what to hear it. what is appropriate in an iep
    • be sensitive to fact that early independence for child may not be high on priority list, be flexible about independence
    • remember parents may be in denial
  17. child with mr, teacher asks you what you suggest in order to help improve academically in classroom, what is appropriate
    casey will remember auditory info better than visual info, so no need for pictures but keep repeating new info and she will catch on
  18. child talks continuously about dungeons and dragons and continues even when people walk away. has large vocab, what might he have
    aspergers syndrome
  19. one approach that has bee successfully used with children with ASD is _______, which involves intensive one-on-one child teacher interaction for 40 hours a week. the goal of this program is to reinforce desirable behaviors and reduce undesirable ones
    lova's aba program
  20. one helpful skill that many children with asd and or mr can learn is ________, where they repeat info aloud or silently a number of times to help themselves remember what they heard
Card Set
Chapter 9: Language in Children with Developmental Disabilities: ELLs with Suspected Language/Learni