Category: Intervention
Priority Issues Addressed in Response: Reading and Writing, General Learning
Disabilities
ASHA and DCDD Response to Issues:
Intervention
Reading and Writing
1. The connections between spoken and written
language are well established in that (a) spoken language provides the foundation
for the development of reading and writing; (b) spoken and written language
have a reciprocal relationship, such that each builds on the other to result
in general language and literacy competence, starting early and continuing
through childhood into adulthood; (c) children with spoken language problems
frequently have difficulty learning to read and write, and children with reading
and writing problems frequently have difficulty with spoken language; and
(d) instruction in spoken language can result in growth in written language,
and instruction in written language can result in growth in spoken language.
2 As with difficulty in learning to listen and speak, difficulty in learning
to read and write can involve any of the components of language-phonology,
morphology, syntax, semantics, and pragmatics. Problems can occur in the production,
comprehension, and awareness of language at the sound, syllable, word, sentence,
and discourse levels. Individuals with reading and writing problems also may
experience difficulties in using language strategically to communicate, think,
and learn.
3 The speech-language pathologists' (SLP) knowledge of normal and disordered
language acquisition, and their clinical experience in developing individualized
programs for children and adolescents, prepare them to assume a variety of
roles related to the development of reading and writing. Appropriate roles
and responsibilities for SLPs include, but are not limited to (a) preventing
written language problems by fostering language acquisition and emergent literacy;
(b) identifying children at risk for reading and writing problems; (c) assessing
reading and writing; (d) providing intervention and documenting outcomes for
reading and writing; and (e) assuming other roles, such as providing assistance
to general education teachers, parents, and students; advocating for effective
literacy practices; and advancing the knowledge base. These roles are dynamic
in relation to the evolving knowledge base and have implications for research
and professional education.
General Learning Disabilities
1. For individuals with learning disabilities, the primary instructional or
remedial focus should be on activities directly related to the enhancement
of functioning in the areas of manifested disabilities, i.e., listening, speaking,
reading, writing, reasoning, and mathematics. While the primary educational
intervention should focus on the academic, linguistic, and cognitive natures
of the disabilities, effective intervention also must, when necessary, address
such correlates as hyperactivity, disorders of attention, learning styles,
and issues of self- image and control, as well as problems in social relationships.
These may all exacerbate the existing disabilities.
2. Selection of the appropriate program and
specific intervention strategies for individuals with learning disabilities
must be predicated on the clear understanding of how their deficits influence
overall learning and development. Program selection and the choice of intervention
strategies must be determined following a comprehensive and integrated interdisciplinary
assessment.
3. No single approach to intervention can be expected to serve as a panacea
for the different needs presented by individuals with learning disabilities.
Alternative and modified methods of intervention must be available. Appropriate
consultative and direct services by professionals from different disciplines
should be used as necessary.
4. Intervention programs for individuals with learning disabilities must provide
for periodic review of the child's status, including a review of the placement,
curriculum, and intervention approaches. Only careful monitoring of the child's
progress can lead to a determination of the effectiveness of the child's program.
5. A continuum of program and service options must be available if individuals
with learning disabilities are to be served appropriately. Programs should
be mandated through appropriate federal and state legislation. State agencies
need to enforce a continuum of service options, provide appropriate funding,
and promote interagency cooperation between the public and private sectors
to ensure that appropriate education is available and provided.
6. Decisions pertinent to program selection and placement are influenced by
many factors. Among these factors are the following: the types of disabilities
and the degree of severity; the philosophy of the service provider or agency;
the professional preparation, experience, and attitudes of service personnel;
the kinds of intervention strategies and resources available within public
or private preschool programs; the ability of the family to facilitate the
child's development in the home environment; and geographic constraints.
7. The goal of education is to prepare each individual to function effectively
and productively as a self-sufficient and contributing member of society.
8. The planning, design, and implementation of appropriate service options
and instructional strategies are predicated upon all concerned professionals
having a clear understanding of what learning disabilities are and the manner
in which these different disabilities modify how an individual learns.
9. The types of disabilities and the degrees of severity determine the characteristics
of the service options. Possible service options include: (1) a regular education
program placement in which the teacher receives consultative assistance from
appropriate professionals; (2) placement in a regular education program with
specialist consultation provided to the teacher, but who also require direct
service assistance from specialized personnel. These services can be provided
either in the regular educational program (e.g., individual tutoring, small
group instruction) or in a separate setting (e.g., resource room, clinical
setting); (3) primary placement in a specialized education program while participating
in selected aspects of the regular education program; (4); placement in a
specialized education program at a non-residential facility, e.g., self-contained
classroom or special school; (5) placement in a specialized education program
at a residential facility. Generally, this placement is for individuals whose
learning disabilities are accompanied by other disorders or for those for
whom an appropriate specialized educational program is not available at a
non-residential facility.
10. Multi-cross categorical programs, are not always appropriate for individuals
with learning disabilities unless these programs provide for instruction by
personnel with knowledge of learning disabilities, provide for comprehensive
assessment and planning, and maintain the use of alternative or modified methods
of instruction that will meet the unique learning needs of individuals with
learning disabilities.
11. The long-term nature of learning disabilities necessitates a continuity
of programs and services. The full range of programs and services should be
designed and implemented for individuals with learning disabilities at all
age levels, preschool through post-secondary. Aspects of the service delivery
change over time.
12. Professional personnel who provide services to individuals with learning
disabilities must possess the flexibility to offer a variety of instructional
approaches.
13. Parents of and individuals with learning disabilities should be given
maximal opportunities for a meaningful involvement in the educational programs.
14. Educational administrators, including program directors, principals, and
curriculum specialists, should assume an active and formal role in advocating
for the interests of individuals with learning disabilities within the educational
setting.
15. The education, social, and emotional needs of the individual, the types
of disabilities, and the degree of severity should determine the design and
delivery of educational programs and services.
16. Continuum of education placements, including the regular education classroom,
must be available to all students with learning disabilities and must be flexible
enough to meet their changing needs.
17. Specialized instructional strategies, materials, and appropriate accommodations
must be provided as needed.
18. Because the educational, social, and emotional needs of students with
learning disabilities change over time, systematic and ongoing review of the
student's progress and needs is essential to make appropriate adjustments
in current educational programs and related services.
19. Because learning depends on the quality of the programs and services provided,
systematic and ongoing evaluation of programs and their effectiveness in producing
desired long-term outcomes is essential.
20. Due to the chronic nature of learning disabilities and the changes that
occur across the life span of the individual, coordinated educational and
vocational planning are required. Therefore, provisions must be made to facilitate
transitions that occur at all major junctures in the student's education.
21. To ensure effective inclusion of students with learning disabilities in
regular education programs, the building principal must set the tone for a
positive and accepting learning environment for all children.
To provide appropriate education for students with learning disabilities in regular education classrooms, public and private education agencies should:
1. Establish system-wide and school-based plans
for educating students with learning disabilities in the regular education
classroom when such placement is appropriate. The responsibility for developing
plans must be shared by regular and special educators, parents, and student
consumers of the services. Once developed, a plan must be supported at all
levels of the educational system.
2. Establish mechanisms for the development of collaborative relationships
among professionals, parents, and students.
3. Establish instructional conditions and environments that allow teachers
to capitalize on the strengths and remediate or compensate for the weaknesses
of students with learning disabilities. These should include: reasonable class
size; reasonable paperwork requirements and noninstructional assignments for
teachers; appropriate physical environments, including attention to noise
levels; sufficient time for teaching and collaborative planning; appropriate
materials and technology; and flexibility in determining the array of skills
necessary for attainment of overall curricular objectives.
4. Ensure the availability of services needed to support the education of
students with learning disabilities in the regular education classroom, including:
appropriate related services for students; consultation services for teachers;
direct services for students from teachers certified in the area of learning
disabilities and other qualified professionals such as school psychologists,
counselors, speech-language pathologists, reading teachers, audiologists,
and social workers; and teaching assistants/aides trained to work with students
who have learning disabilities.
5. Provide time and support for planning and communication among and between
professionals and parents.
6. Ensure the involvement and participation of the regular education classroom
teacher in the development and implementation of the Individualized Education
Program for students with learning disabilities served in regular education
classrooms.
7. Establish a system-wide plan for helping students with learning disabilities
to make transitions from home to school, from level to level through the school
years, and from school to work and life in the community.
8. Conduct district and school-building level program evaluation of regular
education classroom programs serving students with learning disabilities that
focus on student progress and effectiveness of instruction. Based on the evaluation,
modifications to the program should be made as needed.
9. Require in-service programs for all school personnel to give them the knowledge
and skills necessary to provide education for students with learning disabilities
in the regular education classroom. The in-service program should be: research
validated; use components other than the single workshop format; and include
activities to help participants learn strategies to meet individual needs
of students, foster attitudes conductive to educating students with learning
disabilities in the regular education classroom, and promote collaboration.
10. Provide inservice programs for those school personnel who have not previously
had such training in the following areas: child and adolescent development;
individual differences; spoken and written language development and disorders;
cognitive development and learning theory; social and emotional development;
cultural diversity, nature of learning disabilities; informal assessment;
validated instructional strategies; adaptation of instructional materials
and teaching techniques; classroom management; collaboration, consultation,
and team teaching; multidisciplinary team interaction; parent and family support
Implications of Response:
· Policy: 1) Ensure that State and Local
Education Agency policies provide for a continuum of services for students
with learning disabilities. 2) Develop policies that allow qualified personnel
to provide specific programs and services in the manifestations of learning
disabilities including listening, speaking, reading, writing, reasoning, or
mathematical skills.
· Practice: Allow for the provision of specific programs and services
in the manifestations of learning disabilities including listening, speaking,
reading, writing, reasoning, or mathematical skills by personnel qualified
to provide such programs and services. Someone certified, as a Teacher of
Learning Disabilities may not always provide these programs and services.
· Research: Clinical trials on various intervention techniques and
programs used in the area of learning disabilities.