Language Based Learning Disability Nancy Albertson M Ed

Language Based Learning Disability Nancy Albertson, M. Ed. , CCC/SLP Marge Gasthalter, M. A. , CCC/SLP Karen Manchester, M. S. , CCC/SLP

• What is a language based learning disability? • How do we treat it? • Who provides the needed interventions? • Why was my child’s classification changed from speech/language impaired to learning disabled?

What is a learning disability? According to New York State, learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. NYS Part 200. 4

What is a speech or language impairment? According to New York State, a speech or language impairment is a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment, that adversely affects a student’s educational performance. NYS Part 200

What is language? • Language is a means of communication that includes gesture, oral expression, auditory comprehension, reading, and writing. • Language is a code. It is a way of translating one’s ideas into sounds and symbols that someone can understand. • Language helps you think. Words and sentences help us to formulate ideas and solve problems. Dr. Melvin Levine, The Language Parts Catalog, 1989

What is a language disability? A language disability is a disorder found in children of at least average intelligence that may affect speaking, listening, reading, or writing in any of these combinations:

• Difficulty with language sounds (phonemic awareness). • Difficulty learning and recalling words and their meanings (semantics). • Difficulty with language form (grammar and syntax). • Difficulty producing and/or understanding language discourse. • Difficulty using language for social interactions (pragmatics).

What is the relationship between language and literacy?

Typical language development provides the foundation for the development of reading and writing. • Vocabulary, sentence structure and grammar are important to the development of reading and writing. • Phonological awareness is critical to decode print. • Children who have problems with spoken language and language comprehension frequently experience difficulties learning to read and write.

What does a language-based learning disability look like?

In the preschool years These difficulties are usually expressed as delays in the acquisition of both oral language and comprehension. • Late talkers • Limited vocabulary • Immature sentence structure • Limited verbal output • Trouble following directions • Poor understanding of discourse

In addition, in the early elementary (K-3) years • Difficulty sharing experiences and retelling stories (narrative) • Failure to develop phonological awareness skills

By the “middle” years (grades 4 -8) • Weak vocabulary • Prevalence of simple sentence structure • Reduced rate of processing, retrieval, and formulation • Superficial processing • Concrete/literal comprehension • Weak integration skills • Tangential responses

By high school • Very significant delay in word development • Weaknesses in figurative language (similes, metaphors, idioms, proverbs) • Weaknesses in abstract language (inference) • Difficulty understanding and using expository/academic language and concepts • Difficulty understanding and using sophisticated syntax • Weak metacognition

What language and academic services do our schools provide for children with language-based learning disabilities?

• RTI (Response to Intervention) – Differentiated classroom instruction – Instructional Support Team (IST) – Speech/language therapy – Reading support – AIS (Academic Intervention Services) for children who do not meet criteria on New York State assessments

• CSE – Speech/language therapy – Special Education teacher (reading, writing, study skills)

What do speech/language therapists do? • Identify, assess and treat speech and language problems • Consult with teachers, parents and other professionals • In our district, speech/language therapists address listening comprehension and oral expression while classroom teachers, reading specialists and special education teachers address reading and writing.

What is language therapy? The goal of language therapy is to develop the underlying listening comprehension and verbal expression skills necessary for the student to better access the curriculum.

Skills that speech/language therapists address include: • Vocabulary development • Retrieval strategies • Phonological awareness • Grammar and sentence structure • Following directions • Asking and answering questions • Sequencing • Narration • Paraphrasing and summarizing • Non-literal language

Why do we change a child’s classification from speech/language impaired to learning disabled?

• • • Over time, a child’s difficulties in listening and speaking impact the development of reading and writing and the ability to access the curriculum. In the preschool and early elementary years, children learn primarily through auditory and verbal modalities. By the middle years, children learn through print. The focus of the instruction changes and the nature of the intervention changes as well. While the disability remains language based, the child’s difficulties meet the definition of a learning disability. At this point, the student’s needs are best met by the special education teacher, who focuses on the reading, writing, math and study skills necessary to access the curriculum. The learning disability classification more accurately reflects the student’s areas of need.