language diversity vs disorder

ethnicity

• a person’s identity as it refers to a group of common descent

• not all members of the same ethnic group follow the same custome

• not all members of the same ethnic group speak the same languages or dialects

• significant variability exists within ethnic groups

language

a system of communication used by a particular community or country

dialect

• language variety characterized by social, ethnic, and geographical differences

• follow specific rules and can vary across all domains of language

accent

• refers only to the pronunciation of words

• does not refer to any changes in semantics, syntax, morphology, or pragmatics (dialect does)

population movement

• migration of persons from one dialect region to another

• dialect may begin to vanish in a region that receives an influx of persons from other areas

• dialect may become more pronounced in an area where cultural and regional identity is strong

• expanding transportation and communication networks can affect dialect in the same ways

language contact

speakers of a language other than english shape the pronunciation, grammar, and vocabulary of English in the surrounding area

communication disorder

communication that differs significantly from the norms of the community

communication difference

expected variations in syntax, semantics, phonology, pragmatics, and lexicon

language disorders

children from diverse language backgrounds are historically over-identified as having ______ _____, or can be underidentified due to assuming variations can be attributed to language differences

improvement act of 2004

mandated that all SLPs find means to conduct assessments in the language the child uses at home and/or in their learning environments

percentage of people 5 years and older who report speaking a language other than english at home

21

bilingualism

children acquire two (or more, in multilingualism) first languages

simultaneous bilingualism

a child acquires two or more languages from birth

sequential bilingualism

the child learns the two first languages in succession, usually within the first 3 years of life

code switching

speakers who have more than one language alternate between the languages

english as a 2nd language

a person who speaks a first language other than English then learns English in the context of an English-speaking countru

english language learner

• used in the schools for children who have limited English proficiency

• in the 20111-2012 school year, 9.1% of students in the U.S. were considered E L L s

• should receive instruction in content areas and in English language

english as a foreign language

children, adolescents, and adults learn English in a non-English-speaking country

true

true or false: teaching students to read in their L1 promotes higher levels of reading achievement in English

language disorder

• an impairment in comprehension and/or use of a spoken, written, and/or other communication symbol system (i.e., ASL)

• may involve a form of language (phonology, morphology, syntax), the content of language (semantics) and/or the functions of language in communication (pragmatics) in any combination

• may persist across the lifespan, and symptoms may change over time

• can be a distinct diagnosis or may occur within the context of other conditions

who deals with the identification and treatment of language disorders?

• SLPs

• psychologists

• general educators

• special educators

• early interventionists

• audiologists

• developmental pediatricians

• otorhinolaryngologists

what are some SLP practice settings?

• hospitals

• schools

• clinics

• private practice

• part of physician’s practice

• industrial facilities

• colleges

• universities

• early intervention programs

• rehabilitation centers

• home health

federal, state

special education services in the schools are governed by a combination of _______ and _____ laws

special education services in school

• Individuals with Disabilities Education Act (IDEA)

• Public Law 114-95, the Every Student Succeeds Act - IDEA 2014 update

• Family Educational Rights and Privacy Act (FERPA)

• Ohio Operating Standards for the Education of Children with Disabilities

Individuals with Disabilities Education Act (IDEA)

• Federal law that provides a free appropriate public education (FAPE) in the least restrictive environment (LRE) to children with disabilities

• Idea Part C (birth - age 2)

  • provides early intervention services to infants and toddlers and their family

  • IFSP - Individualized Family Service Plan

• Idea Part B (age 3 - 21)

  • provides special education and related services to preschool and school age children

  • IEP - individualized education plan

OCR laws for school services for children with disabilties

• Rehabilitation Act of 1973

• Americans with Disabilities Act of 1990

Rehabilitation Act of 1973, section 504

• protects the rights of individuals with disabilities in programs and activities that receive federal funding

• ensures that students with disabilities are provided with accomodations to allow them full participation in educational opportunities

• these students do not have to be identified with an educational disability

Americans with Disabilities Act of 1990, Title II

• extends protection against discrimination to the schools as a public institution regardless of whether they receive any federal funding

• the ADA ensures access to facilities

• OCR shares enforcement of ths law with the U.S. Department of Justice

primary language disorder

• language impairment is not due to another condition

• SLI/DLD

specific language impairment / developmental language disorder

• primary language disorder

• late talkers (~50-60% recover)

• typically diagnosed after age 3

  • 50% continue to have difficulties during school-age years

• is not attributable to:

  • hearing impairment

  • developmental disorders

  • low iq

  • neurological damage

children with SLI / DLD

• relative strengths and weaknesses across the domains of language

• history of slowed vocabulary development

• difficulty with grammatical production AND comprehension

• difficulty with academic adjustment

  • social skills, attention, literacy, math

• long-term difficulties with language achievement

• there is a genetic/biological component

secondary language disorders

conditions that are known to cause language disorders

autism spectrum disorder (ASD)

three major areas of language difficulty:

1. social-emotional reciprocity

2. nonverbal communication behaviors

3. developing and maintaining relationships with others

intellectual disability (ID)

• a condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period

• language skills vary depending on degree

• if severe, may require alternate means of communication (AAC, board/pics)

intellectual disability criteria

1. significant limitations in intellectual functioning

2. significant limitations in adaptive behavior

traumatic brain injury (TBI)

• closed-head injury

• open-head injury

• severity of language disorders depends on:

  • severity of injury, site of damage, pre-injury characteristics

• 75% have difficulties with pragmatics/discourse

hearing loss

• conductive, sensorineural, auditory-processing disorder

• factors that affect language development:

  • timing of loss

  • severity

  • age of identification***

  • exposure to language input***

born with hearing loss

congenital

hearing loss occurs after birth

acquired

hearing loss prior to spoken language development

prelingual

hearing loss after spoken language development

postlingual