Program Support Meeting Specific Learning Disabilities April 2008. Presented by: Kathy Laffin WI Dept of Public Instruction. PART I: Identifying Specific Learning Disabilities. Interconnections: Identification of Young Children Speech Language Specific Learning Disabilities.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Program Support MeetingSpecific Learning DisabilitiesApril 2008
Presented by: Kathy Laffin
WI Dept of Public Instruction
Identification of Young Children
Specific Learning Disabilities
Speech or Language Impariment
Specific Learning Disability
Emotional Behavioral Disability
Traumatic Brain Injury
Other Health Impairment
Significant Developmental Delay
(a) Significant developmental delay means children, ages 3, 4 and 5 years of age or below compulsory school attendance age, who are experiencing significant delays in the areas of physical, cognition, communication, social—emotional or adaptive development.
(b) All other suspected impairments under this section shall be considered before identifying a child’s primary impairment as significant developmental delay.
(c) A child may be identified as having significant developmental delay when delays in development significantly challenge the child in two or more of the following five major life activities:
1. Physical activity in gross motor skills
2. Cognitive activity
3. Communication activity in expressive language
4. Emotional activity
5. Adaptive activity
(d) Documentation of significant developmental delays under par. (c) and their detrimental effect upon the child’s daily life shall be based upon qualitative and quantitative measures including all of the following:
1. A developmental and basic health history, including results from vision and hearing screenings and other pertinent information from parents ….
2. Observation of the child in his or her daily living environment…
3. Results from norm—referenced instruments OR other instruments to document the significant delays….
NOTE additional information at http://dpi.wi.gov/sped/bul97-01.html including Q & A document
IDEA Preschool Discretionary Grants
from Part C
State Performance Plan
System of Personnel Development
Early Childhood Program Support/Leadership
Networks and Community Partnerships
Percent of preschool children with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
C. Use of appropriate behaviors to meet their needs.
Districts participate in the collection of data for this indicator in the same year in which they complete the self-assessment of procedural compliance. Entry data is collected on all preschool-age children who initially enter special education in the district during the cycle year. Exit data for all these children is collected when they exit from preschool programs or turn age 6.
Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings).
Information is collected annually through the ‘child count’ process.
Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities..
This indicator applies to all of Part B (3-21). Data are collected through a sampling strategy in line with the self assessment cycle.
Transitions from Part
Part B Indicator #12
Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.
Data are collected annually with the Local Performance Plan (LPP).
Transitions from Part C
Part B Indicator #12
DRAFT Timeline – Pending Part C Regulations
Child’s 3rd Birthday
No more than 9 months prior
and not later than 90 days prior to the 3rd birthday.
At least 9 months prior to the third birthday
120 days prior to the third birthday
Electronically or in writing
Up to 15 business days
Undefined; up to parent.
Within 60 calendar days
Within 30 calendar days
After parent consent
IEP Meeting to Determine Eligibility
Request Parent Consent for Evaluation
Receive Parent Consent for Evaluation
IEP and Placement Developed
Notice sent that no additional data are needed
Within 60 calendar days
Listing of Statewide Training and Technical Assistance Personnel:
Mary L. Peters
Educational Consultant / 619 Coordinator
SL Eligibility Checklist:
An impairment of speech or sound production, voice, fluency, or language that significantly affects educational performance or social, emotional or vocational development.
A comparison ofinstruction to therapy
According to purpose, knowledge base, sequence, and individualization
Ehren, 1999, 2000
Speech and Language
And the IEP team process
SLD Checklist (Initial Evaluation):
SLD Checklist (Re-evaluation):
- Using the IEP to provide services.
- What about achievement delay?
- What about WI certification requirements?
- What about re-evaluation?
- Other questions?
Exclusions mean “LD is not primarily the result of other conditions that can impede learning” which are listed in federal regulations as:
§ 300.309 (a)(3)
§ 300.309 (b) To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation . . .
(1) Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and
(2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.
KEY CONCEPT:Unexpected Underachievement.
ACTIVITY & DISCUSSION
Integrated Education System
Begin with effective practices for students
with specific learning disabilities.
Research based practices that are:
- specific & individualized
- carefully designed
- closely related to the academic area of need.
What is Special About Special Education? Cook, B. . & Schirmer, B. 2006. Pro-Ed, Inc.
Austin, TX. Pg. 2 – 3.
- increased teacher – student interactions
- individualization of instruction
- student on-task behavior
- increased teacher monitoring and feedback
What is Special About Special Education? Pg. 4-5.
Naomi Zigmond, pg. 115 in: Swanson, Harrris & Graham. Handbook of Learning Disabilities. (2003). The Guilford Press.
meet the unique needs of the child with a disability.”
MONITORING OF STUDENT PROGRESS
ON IEP GOALS
- direct measures
- indirect measures
- authentic measures
- Behavior observation
- Curriculum based assessment
- Goal attainment scaling
- Student self-monitoring
- informal conferences
- portfolios, student work samples
ACTIVITY & DISCUSSION
in an Integrated Education System
- Knowledge of Effective Instructional Practices
- Understanding the Process of Response to Instruction and Intervention (RTI)
- Understanding Inclusion Practices
- Understanding WI Special Education Teacher Licensing Requirements
High Quality Instruction
Continuous Review of Student Progress
Response to Instruction and Intervention has applications for:
Gifted and Talented
English Language Learners
Wisconsin Licensing Requirements
for Special Education Teachers
Be sure to use these rules!
- Developing differentiated lessons
- Modeling specific instructional practices
- Incidental benefit during instruction
What are the opportunities and the challenges in creating a collaborative, whole school system for academic instruction and social, emotional support?
What opportunities for action does RTI present?
How can I share what I already know?
What other connections need to be made?