WGU D096 OA study guide – Lecture notes Assessment Fundamentals of diverse learners WGU D096 OA study guide – Lecture notes Assessment Fundamentals of diverse learners

lOMoARcPSD|10670206
lOMoARcPSD|10670206
D096 OA study guide – Lecture notes Assessment
Fundamentals of diverse learners
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
    5 stages of second language acquisition:
    Preproduction: “silent period”, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6
    months)
    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 thinking
    skills (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
    Whole class instruction using evidence-based general education strategies
    Tier 2: TARGETED
    Small group intervention provided to students in addition to tier 1
    Tier 3: INTENSIVE
    Geared toward skill growth and acquisition much more narrowly focused (most intense)
    Pullout: student leaving classroom to receive specialized instruction
    Scaffolding: building on students experiences and knowledge as they are learning new skills
    Krashen’s Theory of Second Language Acquisition (SLA):
    Acquisition-Learning: the product of the process children undergo when they acquire their first language
    Monitor: explains relationship between acquisition and learning and defines the influences of the latter on the former.
    Role of the brains learning system in monitoring/correcting language use.
    Input: explain how the learner acquires a second language, how it takes place. Providing comprehensible input or
    language just above students current level.