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English Language Development for Students With Significant Cognitive Disabilities
Laurene Christensen, Ph.D., National Center on Educational OutcomesVitaliy Shyyan, Ph.D., National Center on Educational Outcomes
+What does NCEO do?
Mission: To support the development of inclusive assessment in a rapidly changing state (and
consortium) assessment system environment in order to promote improved educational results for students
with disabilities.
www.nceo.info
+Today’s Essential Questions Who are students with significant cognitive
disabilities?
Who are ELLs with significant cognitive disabilities?
What do we believe about students with significant cognitive disabilities related to their receptive and expressive language development?
How do we separate English language development from language development of for students with significant cognitive disabilities?
What is the difference between language and communication?
How does what we know about language systems affect the socio-cultural implications of including these learners in ESL programming?
+Students With Significant Cognitive Disabilities
Represent ~1% or fewer of the total assessed population
3 primary disabilities categories are usually listed: Mental Retardation Multiple Disabilities Autism
Highly varied levels of expressive/receptive language use
Most students in the population use symbolic communication
Level of symbolic language distribution is similar across grade-bands
Most of the population read basic sight words and solve simple math problems with a calculator.
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+Students With Significant Cognitive Disabilities
69% likely use symbolic language (verbal or written words, signs, braille, or language-based augmentative systems) to communicate
Approximately 20% use intentional communication, e.g., consistent patterns of gestures or sounds
Approximately 10% communicate primarily through cries, facial expressions, change in muscle tone
+IEP Team Determined
The student is classified as ELL.
Student records indicate a disability or multiple disabilities that significantly affect the student’s intellectual functioning and adaptive behavior.
The student is or will be participating in his or her statewide alternate assessment based on alternate achievement standards.
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+ 9
The student has a significant cognitive disability.
A disability category or label
An IQ score
Native language, social/cultural, or economic differences
Anticipated poor performance or disruptive behavior
The student’s need for extensive, direct individualized instruction
The student’s need for substantial supports to achieve measureable gains
The student’s use of substantially adapted materials and individualized methods of accessing information
Not Determined by: Determined by:
+Federal Guidance on ELLs With Significant Cognitive Disabilities
IEP team membership
Participation in alternate ELP assessments
Provision of accommodations on a case-by-case basis
Meaningful involvement of parents
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How do we separate English language development from language development of students with significant cognitive disabilities?
Axel Cortes, is a twelve year old elementary bi-lingual student with autism at Idelhurst Elementary in New Hampshire.
• Axel Video http://www.ncscpartners.org/multimedia
+Language Language is a specific form of communication
where letters, figures, numbers, characters, gestures, or combination thereof (spoken, visual, or both) is universally accepted by a culture or sub culture to facilitate common ideas, expressions, and thoughts.
Students do not move lockstep in language development.
Language is learned by using language in all four domains: listening, speaking, reading, and writing.
+Communication Communication is a social event which requires sending or
receiving messages with an agreed upon sets of symbols, gestures, objects, pictures, words, sounds, movements.
Communication can be words-based, but often is not for students with cognitive delays who may not use words or more words due to the nature of their disabilities.
Because of their cognitive, social, and communicative delays, these children may have a different form of language to fulfill the function of language (to communicate) based on the individual student needs and abilities.
If the student has a language system (any type of AAC), then the student has access to the language needed to access contents and more because he/she can communicate with set of symbols, gestures, objects, pictures, words, etc., which the student uses as language.
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What do we believe about students with significant cognitive disabilities related to their receptive and expressive language development?
Click icon to add picture
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16+Communication Beliefs
All individuals and all behaviors (including gestures, cries, noises) communicate.
Communication is possible and identifiable for all students.
Every step toward improved communication, attention, and interaction leads to increased independence
No more fundamental outcome of education exists than the right and the ability to communicate.
+A Student Can Have
Symbolic Understanding and
Receptive Communication,
but not Use Symbolic Communication
EXPRESSIVELY.
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What if the student does not have a dedicated communication system?
The “absence of evidence is not evidence of absence” (Donnellan, 2000).
+All Students CommunicationTeachers observe to identify
communication intent and mode/form
Communications targets (intents) are selected
Student strengths are used to establish the best form or mode of communication
Family members describe what the students like and dislike the most
The team records observations of student preferences (likes/dislikes)
+Expressive Levels of Communication
Symbolic level or true language use
Emerging symbolic communication: students use pictures, objects, signs to communicate a variety of intents
Pre-symbolic communication
+Receptive Levels of Communication
Understand simple directions without supportive cues
Understand simple directions with cues
Alerts and attends to others
Does not alert to others
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Can you guess what this gesture means in Japan?
This Japanese gesture means “angry.”
Non-Verbal Communication
+ Non-Verbal CommunicationCan you guess what this gesture means in France?
This French gesture means “I do not believe you.”
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Can you guess what this gesture means in Iran?
This Iranian gesture is extremely obscene.
Non-Verbal Communication
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Can you guess what this gesture means in Nigeria and other parts of West Africa?
Rumsfeld’s gesture in Nigerian culture is also extremely obscene. It means what the extended middle finger means in America times five.
Non-Verbal Communication
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Acting on the presumption of competence provides students with the opportunity to learn, achieve, and ultimately become more independent.
The Least Dangerous Assumption
IS to Presume Competence!