Understanding Specific Learning Disabilities

Questions and Answers

What does SLD stand for?

Specific Learning Disability (correct)

Significant Learning Disability

Secondary Learning Disability

Specific Learning Disorder

What is a specific learning disability (SLD)?

A disorder in one or more of the basic learning processes involved in understanding or using language, which may manifest as difficulties in listening, speaking, reading, writing, spelling, or doing mathematical calculations.

Which of the following is a general characteristic of students with a Specific Learning Disability?

Struggles to express ideas (correct)

Outstanding handwriting

Exceptional memory

None of the above

What is Speech and/or Language Impairment (SLI)?

A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects educational performance. Signup and view all the answers

What are the four categories of high incidence disabilities?

Specific Learning Disability, Speech or Language Impairment, Intellectual Disability, and Emotional/Behavior Disorder Signup and view all the answers

Define Intellectual Disability (InD).

Significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior, adversely affecting educational performance. Signup and view all the answers

What are some general characteristics of students with Emotional/Behavior Disorder (ED)?

Hyperactivity, aggression/self-injurious behavior, withdrawal, immaturity, and difficulties learning. Signup and view all the answers

Low-Incidence Disabilities make up a large percentage of students within schools.

False Signup and view all the answers

Name an example of a Low-Incidence Disability.

Autism Spectrum Disorder (ASD). Signup and view all the answers

What does the Rehabilitation Act of 1973 prohibit?

Discrimination in federal programs and services based on disability. Signup and view all the answers

What significant event happened in 1975 for students with disabilities?

The Education of All Handicapped Children Act (PL 94-142) was enacted. Signup and view all the answers

What is the purpose of Response to Intervention (RtI)?

To catch students when they begin to struggle and provide appropriate interventions. Signup and view all the answers

What is a Resource Room?

Supplementary instruction outside of the general education classroom Signup and view all the answers

Which environment is considered the MOST RESTRICTIVE?

Self-Contained Room Signup and view all the answers

What is a Special Education School?

A school that provides intensive supports and services with a smaller student-teacher ratio. Signup and view all the answers

What is the most restrictive environment for students with significant emotional or behavioral concerns?

Hospital/Homebound/Residential Placement Signup and view all the answers

Specially designed instruction adapts the content, methodology, or delivery of instruction to meet the unique needs of the child's ______.

disability Signup and view all the answers

Which of the following refers to services required to assist a student with a disability?

Related Services Signup and view all the answers

What must be measured regularly once the IEP is written?

The student's progress on the goals. Signup and view all the answers

IEPs must be reviewed every six months.

False Signup and view all the answers

What is conducted at least once every three years for students with disabilities?

Re-evaluation Signup and view all the answers

All IEPs must comply with IDEA regulations.

True Signup and view all the answers

What is a common error made during IEP meetings?

Predetermining placement prior to the meeting Signup and view all the answers

What is the requirement for student progress monitoring in scientific research-based instruction?

Student progress is monitored at least three times per year using a school-wide screening. Signup and view all the answers

What are Tier 2 interventions?

Interventions for students not making adequate progress in Tier I that are evidence-based and include small-group instruction. Signup and view all the answers

What characterizes Tier 3 interventions?

Intensive intervention for students who continue to make minimal progress in Tier II, potentially individualized or in small groups. Signup and view all the answers

Who might be included in the Problem Solving Team (PST)?

An administrator, school interventionist, guidance counselor, speech language pathologist, general education teacher, special education teacher, school psychologist, and other educators. Signup and view all the answers

What is the goal of the Problem Solving Cycle?

To include problem identification, problem analysis, plan development, and plan evaluation. Signup and view all the answers

What is the first step in the Problem Solving Cycle?

Problem Identification. Signup and view all the answers

What should be considered when analyzing the problem?

Identify why the desired outcome is not occurring and what barriers to learning are involved. Signup and view all the answers

What is included in Step 3: Develop and Implement a Plan?

Identify the most efficient action, available resources, and who will implement the intervention. Signup and view all the answers

What does Response to Instruction/Intervention involve?

Reviewing what the data shows and determining next steps such as continuing, revising, or discontinuing the plan. Signup and view all the answers

What does the Multi-tiered System of Supports (MtSS) encompass?

Frameworks including RtI, school improvement, school-wide behavior programs, and special education. Signup and view all the answers

What is the Individuals with Disabilities Education Act (IDEA) regarding special education?

Regulates the special education process to ensure fair and appropriate identification and placement of students. Signup and view all the answers

What is the initial evaluation's purpose in the special education process?

To determine whether a child has a disability and what special education services they may need. Signup and view all the answers

What are the three purposes of the initial evaluation?

To identify if the child has a disability, gather information for educational needs, and guide decision making for an appropriate educational program. Signup and view all the answers

Which areas should the initial evaluation assess?

Health, vision and hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. Signup and view all the answers

What does parental involvement entail in the initial evaluation?

Providing informed consent, sharing developmental and medical history, and discussing concerns. Signup and view all the answers

What does eligibility determination assess?

Whether a student has a disability that requires special education services. Signup and view all the answers

What must the student qualify for to receive special education services?

The student must meet criteria for at least one of the thirteen disabilities recognized by IDEA. Signup and view all the answers

What must an Individual Education Plan (IEP) describe?

The special education services and supports that address the educational needs of a student with a disability. Signup and view all the answers

What are the required components in an IEP?

Present Levels of Academic Achievement and Functional Performance, Measurable Annual Goals, Description of Student's Progress, Services and Supports, Accommodations for Assessments, and Measurable Postsecondary Goals. Signup and view all the answers

What is Free Appropriate Public Education (FAPE)?

An individualized educational program designed to meet the needs of a specific student with a disability. Signup and view all the answers

What does Least Restrictive Environment (LRE) mean?

Students with disabilities should be educated alongside their non-disabled peers to the maximum extent appropriate. Signup and view all the answers

What is the main idea of mainstreaming in education?

Students must earn their way into the general education classroom. Signup and view all the answers

What does inclusion in education signify?

Regular collaboration between teachers is required. Signup and view all the answers

What are the roles of general education and special education teachers in co-teaching?

Both teachers are responsible for planning and delivering instruction together. Signup and view all the answers

Study Notes

Specific Learning Disability (SLD)

Defined as a disorder affecting one or more basic learning processes, including understanding or using spoken or written language.
Manifestations may include challenges in listening, speaking, reading, writing, spelling, and math operations.
Common conditions associated with SLD include dyslexia and developmental aphasia.

General Characteristics of Students with SLD

Difficulty learning the alphabet, rhyming, and letter-sound associations.
Common issues include oral reading mistakes, difficulty with spelling, and messy handwriting.
Challenges in expressing ideas in writing and conversation; limited vocabulary; trouble following directions.
Hardships with math symbols and sequencing, including retelling stories.

Speech and/or Language Impairment (SLI)

Communication disorders that adversely affect educational performance, including stuttering, impaired articulation, or language impairment.

General Characteristics of Students with Speech Disorders

Challenges may include difficulties in sound production, voice quality, and fluency (e.g., stuttering).
Misarticulations can cause misunderstandings, impacting communication and learning.

General Characteristics of Students with Language Disorders

Characterized by difficulties in receptive (understanding) and expressive (communication) language.
Manifestations include improper word use, grammar issues, reduced vocabulary, and trouble following directions.

Categories of High Incidence Disabilities

Specific Learning Disability (SLD), Speech or Language Impairment (SLI), Intellectual Disability (InD), and Emotional/Behavior Disorder (ED).

Intellectual Disability (InD)

Defined by significantly below-average intellectual functioning and deficits in adaptive behavior during the developmental period.

General Characteristics of Students with InD

Students score below an IQ of 69, representing the lower 2.3% of the population.
Varying levels of adaptive behavior may lead to different support needs throughout life.

Adaptive Behavior

Skills necessary for daily independent functioning, such as grooming, social skills, and personal responsibility.

Emotional/Behavior Disorder (ED)

Defined by significant difficulties in learning, interpersonal relationships, behavior appropriateness, and pervasive mood issues impacting educational performance.

General Characteristics of Students with ED

Symptoms may include hyperactivity, aggression, withdrawal, immaturity, and challenges in learning, with severe cases exhibiting distorted thinking or psychosis.

Low-Incidence Disabilities

Special education categories with fewer students, constituting about 20% of all students with disabilities in schools.

Examples of Low-Incidence Disabilities

Conditions include Autism Spectrum Disorder (ASD), Traumatic Brain Injury (TBI), Deafness/Hearing Impairment, Visual Impairments, and Multiple Disabilities.

Autism Spectrum Disorder (ASD)

A developmental disability affecting verbal and nonverbal communication and social interaction, evident before age three.

General Characteristics of Students with ASD

More prevalent in boys; characterized by uneven developmental profiles in language and social skills, communication difficulties, and rigid routines.

Traumatic Brain Injury (TBI)

An acquired brain injury that results in functional disabilities affecting cognition, language, and social behaviors.

General Characteristics of Students with TBI

Issues may include physical disabilities, cognitive challenges (memory and judgment), and emotional or behavioral problems.

Deafness

Defined as severe hearing impairment impacting the ability to process linguistic information.

Hearing Impairment (HI)

Refers to any level of hearing loss that affects educational performance but is not classified as deafness.

General Characteristics of Students with Deafness/Hearing Impairment

Educational placement typically considers children with a loss greater than 90 decibels (dB) as deaf.

Types of Hearing Loss

Common types include conductive hearing loss, sensorineural hearing loss, mixed hearing loss, and central hearing loss.

Visual Impairments Including Blindness (VI)

Refers to impairments in vision that adversely affect educational performance, regardless of correction.

General Characteristics of Students with Visual Impairments

Visual problems can hinder mobility, daily living skills, social interactions, and interpretation of visual material.

Deaf-Blindness (Dual-Sensory Impaired)

Concomitant hearing and visual impairments resulting in severe impacts on communication and developmental needs.

General Characteristics of Students with Deaf-Blindness

Severe needs in communication and mobility due to the combination of sensory losses.

Orthopedic Impairment (OI)

Impairments affecting educational performance caused by congenital anomalies, diseases, or other factors.

General Characteristics of Students with Orthopedic Impairments

May show muscle weakness, clumsiness, use of special equipment, and varying degrees of physical disability (diplegia, hemiplegia, quadriplegia).

Key Legislation

Rehabilitation Act (1973) and Education for All Handicapped Children Act (1975) established the rights of students with disabilities for inclusive education and nondiscriminatory evaluations.

Historical Milestones

1817 marked the opening of the American School for the Deaf, and in 1922, the Council for Exceptional Children was founded to improve education for disabled individuals.

No Child Left Behind Act (2001)

Mandated proficiency in reading and math for all students, including those with disabilities.

Response to Intervention (RtI)

A proactive process that identifies students needing support through tiered interventions, including Tier 1 (core instruction), Tier 2 (added support), and Tier 3 (intensive individual intervention).

Problem Solving Team (PST)

Comprised of various educational professionals responsible for reviewing student progress, identifying interventions, and modifying plans as necessary.

Problem Solving Cycle

Includes steps of problem identification, analyzing the problem, developing a plan, and evaluating the plan's effectiveness.### Problem Analysis Steps
Identify the priority problem to address based on multiple issues.
Determine the context of the problem: school-wide, grade-specific, whole class, specific subgroups, or individual students.
Use data to understand barriers preventing desired outcomes; verify all necessary data has been collected.

Developing a Plan

Establish what actions are the most efficient and effective while considering available resources.
Identify the alignment between resources and student needs.
Assign responsibilities for implementing interventions, define frequency of interventions, and set up progress monitoring schedules.
Plan for regular reviews of the intervention strategies.

Response to Instruction/Intervention

Analyze data to decide on next steps: continue, revise, or discontinue the intervention plan.

Multi-tiered System of Supports (MtSS)

Framework unifying supports and resources in education, adopted by states like Kansas, Utah, and Florida.
Includes programs such as Response to Intervention (RtI), school improvement, and differentiated accountability.

Special Education Process Overview

Governed by the Individuals with Disabilities Education Act (IDEA), which ensures fair identification and placement of students into special education.
Involves 8 basic steps emphasizing systematic evaluation and intervention.

Step One: Referral for Evaluation

PST organizes meetings with parents and teachers to review student data and interventions.
Evaluations can be requested by anyone familiar with the student’s needs; parents can request evaluations at any time with written consent.
The school must complete evaluation within 60 school days.

Step Two: Initial Evaluation

Purpose is to determine if a child has a disability and to assess necessary educational services through a combination of formal and informal assessments.

Initial Evaluation Purposes

Verify if the child qualifies as a 'child with a disability' as per IDEA.
Collect essential information to identify educational needs.
Inform decision-making regarding the child's educational program.

Evaluation Required Areas

Health, vision, hearing, social-emotional status, intelligence, academic performance, communication skills, and motor abilities.

Assessment Methods

Formal assessments by trained professionals.
Informal assessments include academic/behavioral history, monitoring data, state assessments, and observations.

Parent Participation in Evaluation

Parents provide informed consent and essential information regarding their child's history and skills.

Step Three: Eligibility Determination

An eligibility meeting is convened to review evaluation results and determine disability status regarding special education needs.

Team Members in Eligibility Meeting

Includes parents, general and special education teachers, LEA representative, instructional evaluator, and potentially related service providers.

Eligibility Criteria

Must meet criteria for at least one of thirteen disabilities in IDEA.
Requires special education or related services for an appropriate education.

Step Four: Development of Individual Education Plan (IEP)

IEP contains comprehensive descriptions of special education services and supports tailored to the student’s needs.

IEP Team Composition

Involves the student's parents or guardians, teachers, LEA representative, evaluators, and appropriate service providers.

Required IEP Components

Present Levels of Academic Achievement, Measurable Annual Goals, Description of Progress, Services and Supports, Accommodations, and Post-secondary Goals.

Present Levels of Performance

Includes data on current academic performance, strengths, and how the disability affects curriculum access.

Measurable Annual Goals

Written goals based on present levels that describe what the student is expected to learn within one year.

Progress Monitoring

IEP goals must be reported to parents as often as report cards are issued.

Special Education Services

Defined as adapting instruction to meet unique needs derived from the child's disability, ensuring access to the general curriculum.

Essential services such as speech pathology, counseling, occupational therapy, and medical support that assist in benefiting from special education.

Monitoring Progress and IEP Review

Ongoing assessment of the student’s progress must be documented, with annual reviews to evaluate efficacy and adjust services as necessary.### Re-evaluation in Special Education
Essential step in the special education process, conducted at least every three years for students with disabilities.
Aims to assess student’s progress and determine the ongoing need for special education and related services.

Legal Requirements for IEPs

All Individualized Education Programs (IEPs) must comply with the Individuals with Disabilities Education Act (IDEA).
IEP teams must adhere to specific requirements during meetings; the IEP must be executed as written.
Non-compliance with IDEA can result in due process hearings, highlighting the legal significance of following outlined protocols.

Common Errors in IEP Meetings

Missing required team members can lead to invalid meetings. Example: Arlington Central School District v. D.K. and K.K. highlighted absence of the general education teacher.
Failure to make sound decisions regarding the Least Restrictive Environment (LRE). Example: St. Louis Co. Special School District showed lack of documentation for not educating a student in a general environment even with necessary supports.
Predetermining placement before the IEP meeting undermines the process. In Berry vs. Las Virgenes Unified School District, it was identified that the IEP chairperson’s statements indicated a predetermined placement, compromising the meeting's integrity.

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Description

This quiz explores the concepts of Specific Learning Disabilities (SLD) and other related disabilities such as Speech and/or Language Impairment (SLI) and Intellectual Disability (InD). Test your knowledge on the characteristics of students with SLD and the categories of high incidence disabilities. Enhance your understanding of these important educational terms.