lOMoAR cPSD| 10670206
lOMoARcPSD|10670206
D096 OA study guide - Lecture notes Assessment
Fundamentals of diverse learners
(Verified by Expert)
IDEA 13 specific categories:
1. Autism spectrum disorder
2. Intellectual disability
3. Hearing impairment 1%
4. Deafness
5. Speech or language impairment 19%
6. Visual impairment (including blindness) 1%
7. Emotional disturbance (including anxiety and depression)
8. Orthopedic impairment 1%
9. Traumatic brain injury
10. Other health impairment (including ADHD) 14%
11. Specific learning disability (dyslexia, dysgraphia, auditory processing) 34%
12. Deaf-blindness
13. Multiple disabilities
, lOMoAR cPSD| 10670206
5 stages of second language acquisition:
Preproduction: “silent period”, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6months)
Early Production: limited comprehension, one-two word responses, key words, present-tense verbs, know 1000 words,lots
of listening (6 mo-1 year)
Speech Emergence: good comprehension, produce simple sentences, grammar errors, doesn’t understand jokes, context
clues/familiar topics (1-3 years)
Intermediate Fluency: excellent comprehension, few grammatical errors, communicating is fluent, higher-order thinkingskills
(3-5 years)
Advanced Fluency: fluent in all contexts, near-native level of speech, comfortable communicating, may still have accent(5-7
years)
Tier 1: CORE
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Wholeclassinstructionusingevidence-basedgeneraleducationstrategies
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Tier2:TARGETED
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Smallgroupinterventionprovidedtostudentsinadditiontotier 1
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Tier 3: INTENSIVE
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Gearedtowardskillgrowthandacquisitionmuchmorenarrowlyfocused(mostintense)
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Pullout:studentleavingclassroomtoreceivespecializedinstruction
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Scaffolding: building onstudentsexperiencesandknowledgeastheyarelearning newskills
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Krashen’sTheoryofSecondLanguageAcquisition(SLA):
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Acquisition-Learning: theproductofthe processchildrenundergowhentheyacquiretheir firstlanguage j j j j j j j j j j j j j
Monitor:explainsrelationshipbetweenacquisitionandlearninganddefinestheinfluencesofthelatterontheformer.
j j j j j j j j j j j j j j j j
Roleofthebrainslearningsysteminmonitoring/correctinglanguageuse.
j j j j j j j j j
Input: explainhowthe learneracquiresa secondlanguage,how ittakesplace. Providingcomprehensible inputorlanguage just
j j j j j j j j j j j j j j j j j j
j above students current level.
j j j
lOMoARcPSD|10670206
D096 OA study guide - Lecture notes Assessment
Fundamentals of diverse learners
(Verified by Expert)
IDEA 13 specific categories:
1. Autism spectrum disorder
2. Intellectual disability
3. Hearing impairment 1%
4. Deafness
5. Speech or language impairment 19%
6. Visual impairment (including blindness) 1%
7. Emotional disturbance (including anxiety and depression)
8. Orthopedic impairment 1%
9. Traumatic brain injury
10. Other health impairment (including ADHD) 14%
11. Specific learning disability (dyslexia, dysgraphia, auditory processing) 34%
12. Deaf-blindness
13. Multiple disabilities
, lOMoAR cPSD| 10670206
5 stages of second language acquisition:
Preproduction: “silent period”, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6months)
Early Production: limited comprehension, one-two word responses, key words, present-tense verbs, know 1000 words,lots
of listening (6 mo-1 year)
Speech Emergence: good comprehension, produce simple sentences, grammar errors, doesn’t understand jokes, context
clues/familiar topics (1-3 years)
Intermediate Fluency: excellent comprehension, few grammatical errors, communicating is fluent, higher-order thinkingskills
(3-5 years)
Advanced Fluency: fluent in all contexts, near-native level of speech, comfortable communicating, may still have accent(5-7
years)
Tier 1: CORE
j j
Wholeclassinstructionusingevidence-basedgeneraleducationstrategies
j j j j j j j
Tier2:TARGETED
j j
Smallgroupinterventionprovidedtostudentsinadditiontotier 1
j j j j j j j j j j
Tier 3: INTENSIVE
j j
Gearedtowardskillgrowthandacquisitionmuchmorenarrowlyfocused(mostintense)
j j j j j j j j j j j
Pullout:studentleavingclassroomtoreceivespecializedinstruction
j j j j j j j
Scaffolding: building onstudentsexperiencesandknowledgeastheyarelearning newskills
j j j j j j j j j j j j
Krashen’sTheoryofSecondLanguageAcquisition(SLA):
j j j j j j
Acquisition-Learning: theproductofthe processchildrenundergowhentheyacquiretheir firstlanguage j j j j j j j j j j j j j
Monitor:explainsrelationshipbetweenacquisitionandlearninganddefinestheinfluencesofthelatterontheformer.
j j j j j j j j j j j j j j j j
Roleofthebrainslearningsysteminmonitoring/correctinglanguageuse.
j j j j j j j j j
Input: explainhowthe learneracquiresa secondlanguage,how ittakesplace. Providingcomprehensible inputorlanguage just
j j j j j j j j j j j j j j j j j j
j above students current level.
j j j
