Specific learning disability
a disorder in one or more of the basic psychological processes involved in understanding and using language, spoken, or written language.
Specific learning disability may manifest itself in an imperfect ability to:
listen, think, speak, read, write, spell, or do mathematical calculations
inclusionary standard
note areas affected
exclusionary standard
it does not include learning problems that are primarily the result of VISUAL, HEARING, or MOTOR disabilities, or the result of mental retardation, emotional disturbance, or environmental, CULTURAL, or economic disadvantage
reading:
difficulty with decoding words, comprehending text, speech, and fluency
What are the Academic Achievement Characteristics?
reading, written language, mathematics, memory, executive functioning
what is executive functioning?
metacognition & being organized, engaging in future planning, and solving problems
social, emotional, and behavioral characteristics of learning disabilities:
self-concept, negative emotions, perceiving feelings & emotions, finding solutions to social dilemmas, & interpersonal skills
neurological mechanisms:
brain abnormalities found
genetics:
strong evidence
environmental causes:
teratogens
2 types of intelligence tests:
bell curve & WISC-IV
achievement test:
WIAT-II
Even with two different scores, evaluators can directly compare a student's IQ and achievement scores by these discrepancy tests:
aptitude-achievement, intra-cognitive & intra-achievement
Response to Intervention (RTI):
a PROBLEM-SOLVING approach that involves multiple TIERS of increasingly intense, RESEARCH-BASED interventions matched to student's needs
How is RTI organized? What is the 3-tier approach?
enrichment activities, strategic programs, intensive intervention
explicit instruction:
involves the systemic teaching of critical skills that enable the student to be more successful in mastering a subject
intensive instruction:
involves a higher frequency of instructional opportunities than is typically provided in general education classsrooms
supportive instruction:
involves more precise scaffolding in order to sequence skills and provide more precise prompts to use necessary learning strategies
phonological processing:
the capacity to use our sound system of language to process oral and written information
curriculum mapping:
determining supplementary aids & services
how do educators collect information about each teacher's curriculum?
using school calendar as an organizer
advance organizers:
presentation of information before students begin to learn it
4 types of graphic organizers:
lesson, chapter survey routines, unit organizers, & course organizers
ELO:
Embedded Learning Opportunities
2 types of learning strategies:
acquiring strategies & storing information and remembering
