Year: 1994 - 95 AGM December 1, 1994 - SSAAM

,/94 14:00 FA.I 204 24S 2432 MOUNTAIN S.D.=2S 121005
B. STUDENTS WITH LANGUAGE DISORDERS
Rule la
Rule Our
Students who demonstrate
significant delay or disorder in
comprehension.
Smdents who demonstrate a
mismatch between, language
develotmenf and:OTgmtive -~ -
development: specifically,
language performance that is less
than would be expected when
compared to cognitive
performance.
Although a significant delay or
disorder may not be present in any
one aspect of language or speech
pathology, the combinations of
delay across syntax, morphology,
semantics, pragmatics, or
phonology may combine to equal
a significant delay or disorder.
Evidence of a significant delay or
disorder of language is
documented by the use of several
formal or informaL.assessinent...
procedures, which are
substantiated by observation and
interview information and
academic performance; the use of
language samples collected in
natural, spontaneous situations,
compared to the student's use of
language in academic contexts
when, necessary, is strongly
encouraged to further document
the need for intervention.
Students who demonstrate-a match
between achieved cognitive!
development and achieved language
development even though this
achievement is less than would be
expected, for a student of his or her
"cnronological'age; — -—
Students who have not achieved
symbolic function.
Students whose speech and language
problems are the result of the lack
of desire to connnunicate within the
school environment, rather than the
inability to communicate.
Students whose speech and language
problems are not evident in all
environments.
Students who are fluent in a
language other than English, and in
whose speech and language
problems are the result of second
language learning. _..
Students whose speech and language
problems reflect different
environmental, cultural, or dialectic
influences.
Students whose speech, and language
problems are a result of
inconsistent cuinculom.
methodology, and instructional
approaches.