Archive for the ‘speech & language’ Category
A parent recently wrote in: Is a language disability considered a learning disability? My son has problems with both expressive and receptive language. He has a big difference between his visual and verbal scores on his test. That turned his language delay into a disability. There was a very large difference between the two. He is much better with visual than verbal, but I knew that when he was little. He has always been very visual. He also needs some help with speech, but the main problem is language. He also needs help with social skills and behavioral help.
I do have an IEP meeting scheduled in a few weeks so it will be ready to be implemented when he starts 1st grade. What kinds of things should I have in his IEP so that he is taught visually? Is there anything I should ask about? He is already getting speech and language help one day a week at school, but his diagnosis has changed from delay to disability since that was implemented.
In one word, yes, a language disability is considered a learning disability.
The National Center for Learning Disabilities states the following:
Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Disability categories: IDEA disability categories include autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment (e.g., asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and Tourette syndrome), specific learning disability, (e.g., Perceptual Disabilities, Brain Injury, Minimal Brain Dysfunction, Dyslexia, Developmental Aphasia), speech or language impairment, traumatic brain injury, visual impairment (including blindness), and developmental delay.
There are a few other things I'd like to share with you.
1. In CA there are services for those with severe speech &/or language disabilities. Kids are typically placed in a classroom where the teacher has a background speech & language [typically a speech & language pathologist].
Placement in a class that is specifically designed for speech & language students where I live are actually county classes - in other words, the county office of education has classes sprinkled throughout several public schools and they bus the kids to the specific school that has the program/class they need. These classes are for those with more severe language problems than one or two sessions per week with the speech person in a pull out program would be providing.
"Language is often described in two ways: expressive language and receptive language. Individuals with LD often have difficulty with both expressive and receptive language. There is a strong relationship between language and learning disabilities. Articles within this section provide information for parents and teachers about early warning signs of speech and language difficulties." [LD Online]
2. Even if you send your child to a private school, if you want, you can access speech & language services from the public school. You will need to transport your child at the time of day the public school schedules him, but the public school should be providing it.
I was in a similar circumstance a number of years ago. One of my students was in a private school and I attended the IEP meeting at the public school. The parents kept the student at the private school but were able to transport him to the public school for resource services provided by the public school.
3. Regarding the IEP, you will want to come as prepared as possible. You might ask your son's current teacher for any special things he/she is doing for your son. You will want to also make notes yourself on how he works best at home. To get a fuller picture of what is going on, you may want to avail yourself of an informal comprehensive assessment tool like the Learning Difficulty/Disability Pre-Screening Tool and Informal Comprehensive Identification Tool. It will give you a lot of information so you will be coming from a position of knowledge and strength to the meeting.
Hope this is helpful.
Bonnie Terry, M. Ed., BCET
A question came in today regarding auditory processing problems...
My 8 year old daughter just got diagnosed with auditory processing disorder, mild dyslexia, attention issues, and eye teaming issues. She is on a beginning 2nd grade reading level and a post 1st grade math level. She is currently doing interactive metronome and then will start Ken Gibson's Pace Program. She is also starting a computerized home vision therapy program. I have always home schooled her and her older sister (who has no issues). Also, I will be starting moving with math by math teachers press as soon as it arrives.
I guess my question is what else can I do with her this school year as far as curriculum? Are there any other training programs you can suggest? And what about her future...can we overcome this?
Thanks so much, April
Yes, auditory processing can be improved. Remember, most of these areas of perception are learned which means they can be improved.
I will be posting another article in the next few days with more auditory processing activities. Additionally, the spelling program Making Spelling Sense addresses & improves auditory processing skills with the specific method used in the book. The book was designed specifically to work on auditory processing at the same time it teaches spelling. That way you work on a specific skill and at the same time address the underlying causes of most spelling problems - which are related to auditory processing.
A good computerized program for addressing auditory processing skills is Earobics.
Here are a variety of posts that relate to auditory process in one fashion or another. The March 26th, January 12th, and January 7th posts should prove to be very helpful to you.
Question about The Comprehension Zone Game March 30th
Questions regarding the LD Screening Tool March 25th
Reading Problems, Dyslexia, Difficulties, or Deficits and Rapid Naming, What is the Connection? May 21st (2008) I hope this is helpful! Bonnie Terry, M. Ed., BCET
Teaching reading has a variety of things involved with it. One critical area is in the phonemic awareness area and auditory processing. Kids need to learn the sounds, including the vowel sounds. The short vowel sounds for the short 'e' and the short 'i' are very close to each other. This makes them hard for kids to tell the difference. But, teaching the short vowels is easy when you realize the short vowels are actually 'on your body.' With this technique kids have a tactile cue in which to remember the sounds. Remember, when you teach with an association, retention improves dramatically! Watch the video to see where the sounds are and how to teach them to your kids.
Hope this is helpful!Bonnie Terry, M. Ed., BCET