SLD
The three different ways/models for identifying students with SLD
Discrepancy, RTI, and PSW
This area of processing involves focusing on certain stimuli for information processing, regulating thinking, and completing tasks
Attention Processing
The range of IQ scores to consider for ID
Within the Below Average to Well Below Average range (70s and below)
This medical condition is one of the most common reasons students qualify under OHI
Attention Deficit-Hyperactivity Disorder
The core area of deficit required for eligibility under Autism
Verbal and nonverbal communication and social interaction
A SLD is not primarily due to environmental, cultural or economic disadvantage, limited English proficiency, limited school experience, poor attendance, emotional disability, intellectual disability or visual, hearing, or motor impairment. These are called…
Exclusionary Factors
This processing area is important to consider, however, is not technically part of CA Ed Code
Processing Speed
The number of adaptive deficits a student must have in order to be considered eligible under ID
Minimum of 2
Name at least three medical conditions a student may have that may make them eligible under OHI (not including ADHD)
Asthma, sickle cell anemia, leukemia, lupus, heart conditions, etc.
To accurately assess a student’s real-life social communication skills for AUT eligibility, this type of observation setting is essential because it provides natural opportunities for peer interaction
Unstructured observation
The number of processing deficits considered in CA Ed Code for SLD.
For Bonus points what are the processing deficits?
8
This processing area involves the ability to use and manipulate speech sounds and patterns to make meaning from spoken and written word, and is important for language development and reading
Phonological Processing
Name at least four adaptive skills areas
A student with a health condition may need frequent breaks, modified schedules, or rest periods. These supports are often documented in this part of the IEP
Accommodations section
Name at least two assessment measures to consider when looking into AUT
ADOS, ASRS, CARS, GARS, etc.
This SLD is characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding problems, despite adequate instruction and intelligence
Dyslexia
This processing area involves analysis, classification, organization, transformation, and synthesis of information/concepts to figure out verbal and non-verbal problems; using information in a complex manner as might be needed for tasks involving social awareness, problem solving, and logical reasoning
Cognitive Conceptualization (Fluid Reasoning)
To meet the criteria for ID, deficits must occur during this time period of development
Developmental Period (before the age of 18)
This type of functional impairment is commonly observed in students with chronic conditions such as epilepsy and can include slowed processing or difficulty sustaining attention after a seizure
Limited Alertness
This type of behavior might include adherence to routines, repetitive motor movements, or restricted interests
Stereotyped or repetitive behaviors
The number of academic areas considered in Ed Code
For bonus points, what are the academic areas?
8
This processing area involves the process of acquiring basic units of information in memory, establishing systems for relating these units to each other, such as in matching same/different, pattern, or logical reasoning
Cognitive Association
(Long-Term Recall/Retrieval)
Name at least two assessment measures (tests and/or rating scales) that can be used to assess for ID
Vineland, ABAS, DP-3, Mullen, etc.
In order to be eligible for OHI due to ADHD-like behaviors, the student has to demonstrate several inattentive or hyperactive-impulsive behaviors by
By the age of 12
This involves being overly sensitive to sounds, textures, or lights
Sensory sensitivity