Working With a Culturally and Linguistically Diverse Individual With Specific Learning Disability

Linguistically Diverse ◽

The United States ◽

Culturally And Linguistically Diverse ◽

Direct Result ◽

Diverse Individual ◽

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.

Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

Learning Disability Quarterly ◽

10.2307/1510822 ◽

1979 ◽

Vol 2 (4) ◽

pp. 25-31 ◽

Cited By ~ 17

Author(s):

Bob Algozzine ◽

Charles Forgnone ◽

Cecil Mercer ◽

John Trifiletti

Keyword(s):

United States ◽

Learning Disabilities ◽

Learning Disability ◽

The United States ◽

Specific Learning Disabilities ◽

Significant Discrepancy ◽

Severe Discrepancy ◽

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.

Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas

PsycEXTRA Dataset ◽

10.1037/e537452009-005 ◽

2004 ◽

Cited By ~ 2

Author(s):

James B. Hale ◽

Jack A. Naglieri ◽

Alan S. Kaufman ◽

Kenneth A. Kavale

Keyword(s):

Learning Disability ◽

Individuals With Disabilities ◽

Disabilities Education Act ◽

Education Act ◽

Specific learning disability diagnosis in California: A critical look at the criteria for determining severe discrepancy

PsycEXTRA Dataset ◽

10.1037/e641032009-005 ◽

2000 ◽

Keyword(s):

Learning Disability ◽

Severe Discrepancy ◽

Specific Learning Disabilities

10.1093/oxfordhb/9780190634841.013.16 ◽

2018 ◽

Author(s):

Christopher J. Lonigan

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Language Proficiency ◽

Medical Condition ◽

Neurodevelopmental Disorder ◽

Opportunity To Learn ◽

Specific Learning Disabilities ◽

Low Achievement ◽

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Deficits in musical rhythm perception in children with specific learning disabilities

Neurorehabilitation ◽

10.3233/nre-208013 ◽

2021 ◽

pp. 1-7

Author(s):

Vasudha Hande ◽

Shantala Hegde

Keyword(s):

Learning Disabilities ◽

Learning Disability ◽

Language Processing ◽

Phonological Processing ◽

Specific Learning Disabilities ◽

Target Language ◽

Rhythm Perception ◽

Musical Rhythm ◽

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.