SLD MDE Assignment

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Minnesota State University, Moorhead *

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Psychology

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Dec 6, 2023

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Allie Bondy SLD MDE Assignment Chapter 1 A. What are the major components of Minnesota’s SLD definition? There are two major components to Minnesota’s definition of specific learning disability. The first component describes that a specific learning disability disorder must include an “interference with the acquisition, organization, storage, retrieval, manipulation or expression of information” that impacts the academic progress of state and grade-level standards. The child must experience this interference in a regular classroom with age-appropriate instruction. The second component of the definition discusses that the diﬃculties the child experiences cannot be due to cognitive, visual, hearing, or motor impairments and cannot be due to other disorders (such as emotional) or be due to economic or cultural inﬂuences. The diﬃculties must be due to “perceptual disabilities, brain injuries, minimal brain dysfunction, dyslexia, and developmental aphasia.” Both of these components must be met for a child to qualify for services for a specific learning disability. B. Describe the acceptable determination criteria under the MN rule that must be met to identify a student under the SLD category. Include in your response a discussion of the 2 options for meeting eligibility under the MN rule. Under Minnesota rule, the acceptable determination criteria for specific learning disability and eligible services has two main components. The first component states that the “child does not achieve adequately for the child’s age or meets State-approved grade-level standards.” The child must experience this discrepancy while they are in an educational setting that provides instruction for that child’s specific age. The second component of the eligibility determination criteria moves beyond the first discrepancy. The second component details the need for implementation of research-based interventions and then an evaluation of how the child responds to the intervention. If the child does not make “suﬃcient

progress in meeting age or State-approved grade-level standards” with these interventions in place and the insuﬃcient progress is not due to an additional factor (i.e., visual, hearing, or motor disability, etc.), then the child would qualify for eligibility for services due to a specific learning disability. C. What is the difference between an SLD with mild life-long implications and an SLD with significant life-long implications? The difference between a specific learning disability with mild life-long implications and a specific learning disability with significant life-long implications is its severity. A mild life-long SLD impacts academic progress, but with intentional instruction, the individual will build skills to compensate, such as strong advocacy skills and determining successful accommodations. Individuals with an SLD with mild life-long implications generally acquire the skills that reduce the impact of their learning diﬃculties. A SLD with significant life-long implications is more severe and has a more profound impact on learning for the individual. Though interventions and skill building will help the individual, they will experience more significant challenges, especially at higher levels of education. These individuals will need continued support and effective accommodations to achieve their potential. Chapter 2 A. Explain the tiers of interventions concept described in the chapter. The tiers of intervention outlined by MDE begin at a primary level of prevention and escalate to a tertiary level of intervention. The primary level, also known as Tier 1, forms the base of intervention and is designed to meet the needs of most students. Teachers at the Tier 1 level use evidence-based core instruction that is in line with state standards. Teachers may need to differentiate their instruction at this level to support students in meeting grade-appropriate expectations. If students are not meeting these expectations, they may be moved to the next intervention step, Tier 2. At this level, instructional delivery is changed to better meet the needs of students; these changes include more intense and specified evidence-based strategies along with smaller class sizes. Progress is monitored frequently at this level to determine if the Tier 2 interventions are

effective at supporting the student’s performance to grade level. If Tier 2 interventions are unsuccessful, the student may be moved to the tertiary intervention level, called Tier 3. At this level, qualified specialists, including special education teachers, deliver evidence-based instruction more frequently and to much smaller groups of students than Tier 2. If a student demonstrates progress at this level, they may be dropped down to Tier 2, but if they are not, further evaluation may be needed to determine if the student meets the criteria for eligibility for special education services. B. Explain two other important pieces of information you gained from reading this chapter. Reading this chapter increased my understanding of the intervention process that must be followed to determine eligibility for special education services. I am a member of our MTSS team, but we are still in the early stages of developing our process. We have been focusing much of our intention on Tier 1 core instruction, so I was unfamiliar with the Tier 2 and 3 intervention processes. This reading filled in my gaps of knowledge. The reading also stressed the importance of documentation in my general education classroom. I need to, along with my general education colleagues, be highly reﬂective and collect data to support these intervention processes. If we do not provide the special education team with important data and insights, we are a barrier for the child to receive important interventions. The second important takeaway from this reading was learning about parents' legal rights. I was aware of their right to be made aware of the evaluation process, but I did not know the full extent of the process of notifying and including them. Setting up a positive sense of teamwork between the school and parents is vitally important. As a general education teacher, reading this information and understanding more details of the process was very beneficial. Question for Further Understanding: The federal definition includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and

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developmental aphasia. Provide a definition/description and an example of these conditions. ● Perceptual disabilities - Description: Perceptual disabilities impact the input of sensory information. The individual experiences challenges in how they perceive information from the environment. This could include visual, auditory, and tactile. - Example: An auditory processing disorder impacts how an individual processes sound differences. They experience diﬃculty picking up on how words differ slightly in their sounds. - Sources: Elizabeth, M. (n.d.). What are perceptual disabilities . Education bug - what are perceptual disabilities? http://www.educationbug.org/a/what-are-perceptual-disabilities-.html Auditory processing disorders . American Academy of Audiology. (2022, September 22). https://www.audiology.org/consumers-and-patients/hearing-and-balanc e/auditory-processing-disorders/#:~:text=Broadly%2C%20auditory%20p rocessing%20disorders%20negatively,the%20sounds%20are%20loud%2 0enough . ● Brain injury - Description: Brain injury disabilities are caused by an external physical force and are not due to congenital or degenerative disorders. Brain injury disabilities could impact cognition, attention, memory, perceptual abilities, information processing, and other areas of learning. - Example: A traumatic brain injury that impacts concentration and causes issues in memory. - Source: A definition of “traumatic brain injury” under the idea . Special Education Guide. (2021, November 29).

https://www.specialeducationguide.com/disability-profiles/traumatic-b rain-injury/ ● Minimal brain dysfunction - Description: Minimal brain dysfunction learning disabilities demonstrate slight dysfunction or damage in an individual’s brain. These individuals experience diﬃculty maintaining attention and concentration, along with diﬃculties in controlling activity, emotions, and behavior. - Example: Attention Deficit Hyperactivity Disorder (ADHD) is considered an example of minimal brain dysfunction. - Source: Levy H. B. (1976). Minimal brain dysfunction/specific learning disability: a clinical approach for the primary physician. Southern medical journal, 69(5), 642–653. https://doi.org/10.1097/00007611-197605000-00047 ● Dyslexia - Description: Dyslexia is a specific learning disability that impacts the decoding of words, reading ﬂuency, and spelling. These impacts often lead to impaired reading comprehension and challenges. Overall, dyslexia impacts language-based processing skills. - Example: Individuals with dyslexia may have phonemic awareness challenges, impacting their reading readiness or impairing their reading ﬂuency. - Source: Dyslexia . Learning Disabilities Association of America. (n.d.). https://ldaamerica.org/disabilities/dyslexia/ ● Developmental aphasia:

- Description: Diﬃculties in understanding spoken language define developmental aphasia. Children experience diﬃculty in understanding, producing, and using language. - Example: Expressive aphasia is a specific type of aphasia. Children with expressive aphasia experience challenges in using the right words to express themselves, resulting in disjointed speech or below-age-level vocabulary use. - Source: Foundation, C. S. R. (2023, March 21). What is aphasia disorder in children . CASRF. https://www.casrf.org/post/what-is-aphasia-disorder-in-children

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