Shannon Hall-Mills & Heather Diamond

April/May 2010

Interface…As a noun:

the facts, problems, considerations, theories, practices, etc., shared by two or more disciplines, procedures, or fields of study (e.g., the interface between chemistry and physics).

a common boundary or interconnection between systems, equipment, concepts, or human beings.

As a verb: to meet or communicate directly; interact,

coordinate, synchronize, or harmonize

Using a Broad Lens

Describing, explaining LI and SLD in layman’s terms

Discussing areas of overlap (group activity)

Group ActivityExplain/describe LI

Explain/describe SLD

SLD Criteria for Eligibility(until July 1, 2010)

Underachievement in:Oral expression

Listening comprehensionWritten expressionBasic reading skills

Reading fluency skillsReading comprehensionMathematics Calculation

Mathematics problem-solving

RtI & Pattern of Strengths/Weaknes

ses:RtI & pattern of strengths and

weaknesses relevant to identifying SLD

Conditions 1 and 2 not primarily the result of:

Visual, hearing or motor disability

Intellectual disabilityEmotional/Behavioral

disabilityCultural factors

Irregular attendanceEnvironmental or

economic disadvantageClassroom behavior

Limited English proficiency

Condition 1 Condition 2 Condition 3

+ +

RtI:Insufficient response to

scientific, research-based intervention

or

After July 1, 2010

LI Criteria for Eligibility(for K-12; effective July 1, 2010)

Underachievement in:Oral expression

Listening comprehensionSocial interaction

Written expressionPhonological processingReading Comprehension

Conditions 1 and 2 not primarily the result of:

Chronological ageGender

Cultural/ethnic factorsLimited English

proficiencyIrregular attendance

Condition 1 Condition 2 Condition 3

+ +

RtI:Insufficient response to

scientific, research-based intervention

Comprehensive Eval:

Evidence of LI, including all required

eval components & criteria listed in (7)

(c)(1-3; 4 if pragmatic)

and

LI and SLDWhy might this comparison be a difficult one

to make?Similarities in symptomsSimilarities in specific disorder criteriaEtiology and behavioral specificity of

learning problemsComorbidity issuesChanges in symptomology across the

lifespan

Notes from Bishop & Snowling (2004)Proposed a model comparing SLI and dyslexia

subtypes of language-learning disability (LLD)occupy different areas of a 2-dimensional space in

their modelcontinuities exist, but “differences cannot be

captured by a simple gradient of severity” (p. 858).

Classic dyslexia

No impairment

Classic SLI Poor comprehenders

A

C

B

D

--

--

nonphonological skills

+

+ phonological skills

Children with Language Learning Disabilities (LLD)

Experience problems transcending reading and writing instructionWord reading, oral and written vocabulary

learningMorphological and syntactic awareness.

Listening and reading comprehension; and semantic access

Understanding and attending to teacher’s instructional language

Using language to mediate and self-regulate (Mody & Silliman, 2009)

Reflections in Policy

IDEAIDEA defines language impairment

(LI) as:“…a communication disorder, such

as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”

IDEAIDEA defines SLD as:

“…a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations…”

FloridaApproved SBE Rule 6A-6.030121, F.A.C., (LI)

definition: (1)“Language Impairments are defined as

disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education services.”

(1)(a) “A language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken and/or written language. These include: Phonology Morphology Syntax Semantics Pragmatics

Florida

SBE Rule 6A-6.03018, F.A.C., (SLD) definition:A specific learning disability is defined as a

disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.

LI and SLD ComparisonLI – SBE Rule 6A-6.030121, F.A.C.

Due to deficits in the student’s language skills, the

student does not perform and/or function adequately for the student’s chronological

age or to meet grade-level standards as adopted

in Rule 6A-1.09401, F.A.C., in one or more of the

following areas, when provided with learning

experiences and instruction appropriate for the

student's chronological age or grade:1. Oral expression;2. Listening comprehension;3. Social interaction;4. Written expression;5. Phonological processing; or,6. Reading comprehension.

SLD – SBE Rule 6A-6.03018, F.A.C.

When provided with learning experiences and instruction

appropriate for the student’s chronological age or grade

level standards …the student does not achieve adequately

for the student’s chronological age or does not meet grade-

level standards…in one or more of the following areas

based on the review of multiple sources which may include group and/or individual criterion or norm-referenced measures, including individual

diagnostic procedures:1. Oral expression;2. Listening comprehension;3. Written expression;4. Basic reading skills;5. Reading fluency skills;6. Reading comprehension;7. Mathematics calculation; or8. Mathematics problem solving.

Approved SBE Rule 6A-6.030121, F.A.C., (LI)9 sections:1. Definition2. Procedures prior to initial valuation for PK3. Evaluation procedures for PK4. Eligibility criteria for PK5. General education intervention procedures &

activities for K-126. Evaluation procedures for K-127. Eligibility criteria for K-128. Documentation of determination of eligibility 9. Language services

LI and SLD

SLD RuleLI RuleEvaluation

Components

PK, K-12

Language Services

Mutually AgreeableExtension

Clause

Common areasGeneral education

intervention procedures

Data re: well-delivered scientific, research based instruction & intervention

Data-based documentation

Request consent to evaluate:•Inadequate progress

•Interventions effective but require sustained & substantial effort

•When referral made

Documentation of eligibility determination

Parent involvementObservations

Review of dataVision/hearing screenings*

EB Interventions

Repeated measures ofperformance/functioning@ reasonable intervals,

communication of student response

Despite appropriateinstruction & intense

individualized interventions

What is your focus?

Shift the focus fromProcedural Concerns to Instructional Focus

Reliance on Formulas and Checklists to Systematic Problem-solving

Territorial Silos to Blended Expertise

Label-seeking to Instructional Solution-seeking

Comfortable Safety to Sensible Solutions

“Testing” to Instructionally Relevant Assessment

Categories to Whole Child as a General Education Student, regardless of educational needs

20

ReferencesBishop, D.V.M., & Snowling M.J. (2004). Developmental dyslexia

and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886.

Catts, H.W., Adolf, S.M., Hogan, T.P., & Weismer, S.E. (2005). Are specific language impairment and dyslexia distinct disorders. Journal of Speech, Language, and Hearing Research, 48, 1378-1396.

Rispens, J, & Been, P. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and specific language impairment (SLI): A closer look. International Journal of Language & Communication Disorders, 42(3), 293-305.

Silliman, E.R., Butler, K.G., & Wallach, G.P. (2003). The time has come to talk of many things. In K.G. Butler & E.R. Silliman (Eds.), Speaking, reading, and writing in children with language learning disabilities: New paradigms for research and practice (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.