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

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.

Computer-Assisted Cognitive Re-Training as An Intervention for Children with Specific Learning Disability: A Review

The review inspects the empirical literature on the efficacy of computer-assisted cognitive re-training of children with Specific learning disabilities (SLD). SLD children are characterized by an average and above-average IQ but there exist significant deficits in their language processing skills. Cognitive re-training is a training process that serves as remediation for people with underdeveloped cognitive abilities through intensive practice. It utilizes the principle of “brain plasticity” and is an endeavor to strengthen the deficit cognitive abilities of people by practicing various well-defined tasks and exercises. Cognitive re-training can be provided in both ways manualized or computerized. Computer-assisted re-training seems more interesting, innovative, is multisensory and motivating for children. This research review aims to put together the primary research done in the area and tries to evaluate the effectiveness of using such intervention on children with a specific learning disability. In a country like India which has a vast & widespread population reaching out to children with a specific learning disability by using manualized intervention seems a distant reality, together with a handful of trained therapists working in the field. Keeping in view such circumstances there is an urgent need to identify ways which can be used as an intervention for the mass population and in remote areas of the country. In doing so, this review also attempts to lay a base and explore the possibility of utilizing this novel way of providing interventions to children with Specific learning disability.

Types of Specific Learning Disability

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification

Studies related to disproportionate special education identification of students from historically marginalized groups have used increasingly complex analyses to understand the interplay of factors that cause and maintain disparities. However, information regarding the influence of students’ grade level at initial special education placement remains limited. Situated in labeling theory and life course theory, we used discrete-time survival analysis to examine temporal student- and school-level factors related to patterns of placement for minoritized students within one large urban school district. Results showed that gender, race, and socioeconomic status were all factors generally associated with special education identification, and that African American and Latinx students were more likely to be placed into special education later in their school careers. This disproportionality in delayed placement was associated with particular special education labels; for example, African American students identified post-elementary school were more likely to be labeled with emotional disturbance and specific learning disability compared to same-age White peers, and Latinx students were more likely to be labeled with specific learning disability and intellectual disability compared to same-age White peers. These results implicate inequities that emerge at the intersections of age, race, and perceptions of ability that should be considered in future studies of educational equity.

Design Guidelines for Applications that Target Arab Dyslexic Students

Dyslexia is a specific learning disability that involves difficulties in reading and affects the academic achievement of students with dyslexia, particularly in reading. It is a language-based learning disability, where the severity of difficulties varies across different languages. Arab dyslexic students are in need for tools that support their academic achievement process. The design of most of the educational applications in Arabic language that target dyslexic student, do not meet their special needs and requirements. Our contribution is an analysis of design considerations to reach a suitable design for applications that targets Arab students with dyslexia. The result of our analysis is presented as a number of guidelines that are related to the applications elements.

Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

In the United States, the Response to Intervention framework provides tiered levels of support in general education (kindergarten through grade 12) to improve student outcomes and may relate to special education determinations. While broadly applied to eligibility determinations for children with specific learning disability, the Response to Intervention model also presents an interesting consideration for children with language impairment. The requirement of the Response to Intervention framework in education policy may have a significant impact on the identification and eligibility processes for children with special educational needs. The aim of the present study was to explore whether this policy implementation altered the prevalence of students with disabilities ages 3–21 years who were determined to be eligible for special education under the categories of specific learning disability and language impairment. Longitudinal data was examined to determine whether significant changes occurred in the prevalence rates in a state that mandated implementation of Response to Intervention policy. The results revealed that significant changes occurred in the prevalence rates from pre-to post implementation of Response to Intervention policy; language impairment prevalence increased and specific learning disability prevalence decreased. Prevalence changes have maintained over multiple subsequent school years. The findings have important implications for policy and practices focused on the identification of these common disabilities throughout the school years.