l OM oA RcPSD |10 670 206 l OM oA RcPSD |10 670 206 D096 OA study guide - Lecture notes Assessment Fundamentals of diverse learners
IDEA 13 specific categories:
1.Autism spectrum disorder 2.Intellectual disability 3.Hearing impairment 1% 4.Deafness 5.Speech or language impairment 19% 6.Visual impairment (including blindness) 1% 7.Emotional disturbance (including anxiety and depression) 8.Orthopedic impairment 1% 9.Traumatic brain injury 10.Other health impairment (including ADHD) 14% 11.Specific learning disability (dyslexia, dysgraphia, auditory processing) 34% 12.Deaf-blindness 13.Multiple disabilities
5 stages of second language acquisition:
Preproduction: “silent period”, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6 months) Early Production: limited comprehension, one-two word responses, key words, present-tense verbs, know 1000 words, lots of listening (6 mo-1 year) Speech Emergence: good comprehension, produce simple sentences, grammar errors, doesn’t understand jokes, context clues/familiar topics (1-3 years) Intermediate Fluency: excellent comprehension, few grammatical errors, communicating is fluent, higher-order thinking skills (3-5 years) Advanced Fluency: fluent in all contexts, near-native level of speech, comfortable communicating, may still have accent (5-7 years)
Tier 1: CORE
Whole class instruction using evidence-based general education strategies
Tier 2: TARGETED
Small group intervention provided to students in addition to tier 1
Tier 3: INTENSIVE
Geared toward skill growth and acquisition much more narrowly focused (most intense)
Pullout: student leaving classroom to receive specialized instruction
Scaffolding: building on students experiences and knowledge as they are learning new skills
Krashen’s Theory of Second Language Acquisition (SLA):
Acquisition-Learning: the product of the process children undergo when they acquire their first language Monitor: explains relationship between acquisition and learning and defines the influences of the latter on the former.Role of the brains learning system in monitoring/correcting language use.Input: explain how the learner acquires a second language, how it takes place. Providing comprehensible input or language just above students current level.
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