CLD & ID (including language)

Question 1

Develop an understanding of the interaction among language, culture, and disability – Students struggle in school not because of ELL status, cultural incongruencies, or disability but because the interaction between and among them exacerbates the problems

Answer 1

Cloud (1993)

Question 2

Interculture communication relies on expectations for appropriate behavior when interacting with others and predictions about how others will act

Answer 2

Gudykunst & Kim (1997)

Question 3

• Linguistic bias – Disparity between the language used on the test and the language or dialect used by the student
• Content bias – Test stimuli reflect the assumption that all students have been exposed to the same concepts and vocabulary or have had similar life experiences

Answer 3

Hilliard (2002); Laing & Kamhi (2003)

Question 4

Effective instruction for CLD students has indicated necessity of providing instruction that contextualizes learning in meaningful and relevant ways and builds on cultural and linguistic strengths

Answer 4

Garcia & Ortiz (2004)

Question 5

Importance of building background and context for students who are second language learners

Answer 5

Echevarria, Vogt, & Short (2004)

Question 6

• Language is a tool we use to communicate, so obviously students who do not understand the language of the classroom will have great difficulty learning
• A variety of cultural differences exist in the domain of language

Answer 6

Chamberlain (2005)

Question 7

Determining what is appropriate for CLD students with moderate or severe ID is difficult given the little guidance that does exist

Answer 7

Mueller, Singer, & Carranza (2006)

Question 8

Upon school entry, a small difference in scores is already present between white students and CLD students and differences in scores widen as grade level increases

Answer 8

Paige & Witty (2010)

Question 9

• Characteristics of ID: Attention, metacognition, memory, generalization learning, motivational considerations, cognitive development, language development, academic development, social-behavioral interactions, social responding
• Language – Difficulty with receptive and expressive language, rules, articulation of thoughts and feelings, *may interact with cultural variance and language dialects
• Recommendations linked to CLD: Provide contextual learning experiences, encourage verbal communication, language models

Answer 9

Polloway, Patton, & Nelson (2011)

Question 10

If a student has an ID and is also CLD, employment rates are even lower

Answer 10

Trainor, Murray, & Kim (2014)

Question 11

Denying appropriate services and properly implementing best practices for academic and functional performance impacts current school performance and post school outcomes

Answer 11

Rivera et al. (2016)

Question 12

• Characterized by significant limitations in intellectual functioning and adaptive behavior, which covers many everyday social and practical skills
• Originates before age 18
• Intellectual functioning, adaptive behavior, manifestation during developmental period

Answer 12

American Association on Intellectual and Developmental Disabilities (2019)