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SPHP 143 > Test 4-Intervention > Flashcards

Test 4-Intervention Flashcards

0
Q

Option 1

A

Consultative, collaborative, service provision in which ELL student remains in the GE classroom and the teacher receives assistance from special education personnel, ESL teachers, and/or bilingual staff members.

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1
Q

Option for ELL Students who Qualify for Special Education

A

Range of options for ELL students who qualify for special ed.. after RtI has been found to be insufficient to meet their specific learning needs.
Available options depend greatly upon particular school district and what state it is in.
You need to find out what your particular school district offers.

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2
Q

Option 2

A

Pull-out services in English (or ideally bilingually tx) conducted 1-2 times a week in specialists room.
Usually group, but could be individual.

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3
Q

Option 3

A

Placement in regular bilingual education or Sheltered English Classroom with support from special education.

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4
Q

2 other options:

A
  • Monolingual English special education classroom (hopefully with primary language support using a bilingual teacher, tutor, etc.)
  • Bilingual special education classroom.
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5
Q

It is important to think….

A

FLEXIBILITY.

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6
Q

And we always have to keep the possibility of poverty in mind; for example in Elk Grove Unified alone…

A
  • Children from 80-60 different language groups were represented.
  • Many from low-income homes.
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7
Q

Language Impairment In ELL Students:Foundations

A. Legal Considerations: IDEA

A

IDEA:Students who speak a second language must be assessed in both the primary L1 and and English.

  • Must show delays in both primary lang. and english in order to be diagnosed as having a language impairment.
  • ELL student–true LI if difficulties learning in BOTH Languages.
  • Student with age-appropriate L1 skills and low scores in English is NOT LI and is not a candidate for special education.
  • We must make teachers and admin aware of difference.
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8
Q

There is an increased focus on diverse students in our schools…No Child Left Behind Act (2001):

A

Strong emphasis on achievement for low-income, diverse, ELL students.

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9
Q

No Child Left Behind says Students with disabilities must…

A

participate in state accountability systems for reading and math in grades 3-8.
-Accommodations are allowed.

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10
Q

Schools must show:

A

Adequate annual progress toward all students being proficient in math and reading or face penalties.

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11
Q

IDEA 2004

A

LEAs (local education agencies) are allowed to eliminate the IQ achievement discrepancy gap that formerly was mandated in order to qualify students for many special education services.

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12
Q

IDEA 2004: There is a greater emphasis on…

A

pre-referral services

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13
Q

IDEA 2004: Schools may now use…

A

more fund for early intervention.

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14
Q

There is a special focus on children in…

A

K-3 who don’t technically qualify for special ed but who need additional support-ELLs too.

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15
Q

There is also a special focus on children who…

A

are having difficulty developing their basic reading skills, especially in the early grades.

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16
Q

The law also emphasizes if a particular group of students (e.g. ELLs)…

A

is overrepresented in special education, states will be required to provide coordinated, comprehensive, early intervention programs for these students.

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17
Q

Knowing that the laws are strict about who receives services…

A

We can look further at the definition of “language impairment” as a category for putting an ELL student on an IEP.

18
Q

ELLs with Language Impairment: Major Therapy Goals: As stated, the ELL with an LI has…

A

difficulty learning ANY language.

-She has difficulty with learning first language AND english.

19
Q

Recent research defines primary language impairment as:

A
  • Student has underlying lang. difficulties
  • Also has cognitive processing difficulties
    1. working memory
    2. attention
    3. speed of processing
20
Q

Thus, we need to do three things in intervention:

A
  1. Improve language skills: syntax, morphology, pragmatics.
  2. Work directly on improving cognitive processing skills.
  3. Modify her environment using the principles of Universal Design for Learning (UDL)
21
Q

The Universal Design for Learning incorporates multiple means of:

A
  1. Representation (visual, auditory, tactile, paper, digital)
  2. Expression (oral and written, wed-based projects.)
  3. Engagement (motivate students to sustain effort and maintain interest)
22
Q

Our ultimate goals:

A
  • Competent academic language skills (meeting common core standards)
  • Competent social skills
  • Personal fulfillment and vocational success.
23
Q

Choosing the Language of Intervention: When an ELL student is placed into therapy…

A

a major consideration is the extent to which the student’s first language and English will be used in therapy.

24
Q

There are several factors to be considered when deciding how much L1 and English to use in therapy:

A
  • First, what is the level of proficiency in L1 and English?
  • Ideal: Support L1 and English in therapy.
  • Especially beneficial to into of new concepts in L1 first an then reinforced in english.
25
Q

Kohnert (2013) stated that:

A
  • The overall purpose of intervention with bilingual student who have LIs is to effect positive changes in both English and L1.
  • When home and school languages are different, students need to have access to the languages of their homes, schools, and the larger community.
  • Again, BOTH L1 and English communication skills must be targeted in intervention.
26
Q

We must emphasize to all individuals involved with these students that:

A
  • Having an LI does not impede the CH. in being able to “handle” 2 languages.
  • Ch. with special needs can and do become bilingual.
  • Where is the research?
27
Q

Kay-Raining Bird et al. 2005

A

Children with Down Syndrome growing up in a french-english bilingual environment were able to acquire two languages.
-They had a similar number of vocabulary words compared to a monolingual English-speaking group of children with Down Syndrome.

28
Q

Seung, Siddiqui, & Elder, 2006:

A
  • Research with a Korean child with autism showed that learning Korean first has a positive impact on his rate of English acquisition.
  • It also enabled him to continue his progress in Korean.
29
Q

A second factor to be considered in deciding the language of intervention is:

A

What language is used in the home?

  • If the students L1 is not reinforced of developed in the school, the student may lose the ability to communicate effectively with family members.
  • More children are being cared for by grandparents. A major consideration to keep in mind is if students can no longer effectively communicate with their grandparents (and other significant adults in their lives), a valuable relationship is negatively impacted.
30
Q

A third factor impacting our choice for the language intervention is:

A

What resources are available for conducting intervention in L1 as well as English?

  • It is ideal to have SLP who is a fluent speaker of the students L1 to conduct intervention.
  • SLP often is monolingual speaker of English. Ideal that SLP can work collaboratively with an interpreter or bilingual professional who speaks ch.s L1 fluently.
31
Q

May have to really work to:

A

find resources for helping us support student’s first languages.

32
Q

Additive Approach:

A

Professionals do not discard their old curriculum

  • Rather they add and expand the existing curriculum to take other cultures into account (in addition to the dominant culture)
  • The basic structure of the curriculum is not altered.
33
Q

Ways to show interest in students home countries, languages, and cultures:

A

Ask question about home countries, teach me some words. Students love being the teacher.

34
Q

Try to convey the belief that…

A

it is “cool” to speak a different language and to have lived in a different country.
Some students feel inferior and being bilingual and bicultural.
Convey that as adults in the work force, they will be desirable.

35
Q

Make sure students know you are there for them:

A

Emphasize to students that you want them to succeed.
Give special attention when possible.
At-risk students need caring role models.
These caring role models can show students for example why a higher education (beyond HS) can benefit them.

36
Q

Encourage development and maintenance of the first or primary language. Many ELL students profit from…

A

having a specifically assigned peer buddy who speaks the same language they do.

37
Q

Encourage use of the:

A

primary language; don’t ever discourage students from speaking their primary language.

38
Q

Represent various languages by:

A

having signs in key areas. For example, one school I worked in had the word “Welcome” in 20 different languages on signs in the front office.

39
Q

Make sure the environment represents diversity:

A

Display objects and pictures representing different cultures.
Create classroom bulletin boards that show diversity.
Use intervention materials that represent various cultural and linguistic groups.
Provide books written in different languages.

40
Q

We can also incorporate multiculturalism by…

A 
Providing fairy tales from various cultural backgrounds.
Developing thematic units eg black history month, cinco de mayo, Chinese New Year etc.
Teaching the entire group or class words, phrases, song in various languages.
41
Q

It is ideal if we can use stories such as this during therapy and as part of the general education curriculum:

A

Biographical sketches with culturally and linguistically diverse role models.

42
Q

Both mainstream and culturally and linguistically diverse students benefit when…

A

culturally and linguistically diverse materials and activities are an integral part of speech-language therapy activities and the curriculum of the general education classroom.

SPHP 143 (3 decks)

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