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 Intellectual Disability  Severe Language Disorder with Critical Educational Needs  ID & SLD Statistics  Business Structure  Organisational Structure.

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Presentation on theme: " Intellectual Disability  Severe Language Disorder with Critical Educational Needs  ID & SLD Statistics  Business Structure  Organisational Structure."— Presentation transcript:

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2  Intellectual Disability  Severe Language Disorder with Critical Educational Needs  ID & SLD Statistics  Business Structure  Organisational Structure

3  Lewis & Lewis has the statewide contract to provide specialist assessments for the DEECD to determine student eligibility for consideration for the PSD categories of: Intellectual Disability Severe Language Disorder with Critical Educational Needs  The DEECD’s Resource Coordination Group (RCG) has the responsibility of reading applications and determining eligibility for the PSD

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5 The assessments can be for:  New referrals for currently enrolled students not supported by the PSD (annual round)  Referrals for Prep entry  Transfers from other systems, interstate or overseas (previously funded)  Year 6 (or age equivalent) transition reviews  Time-limited funding reviews

6 Parental Consent Collecting evidence to support referrals to Lewis & Lewis Schools should endeavour to provide Lewis & Lewis with detailed information regarding the student’s presenting difficulties, and evidence of significant and ongoing global difficulties.

7  It is important that parents are aware of the true purpose of the referral to Lewis & Lewis and the potential outcome of diagnosing their child with a disability

8 Sub-average general intellectual functioning which is demonstrated by a full-scale score of two standard deviations or more below the mean score on a standardised individual test of general intelligence (WPPSI-III, WISC-IV, WAIS-IV) AND Significant deficits in adaptive behaviour established by a composite score of two standard deviations or more below the mean on an approved standardised test of adaptive behaviour (Vineland Adaptive Behaviour Scale) AND A history and evidence of an ongoing problem with an expectation of continuation during the school years (Parent Consent Form, Teacher Report Form, Parental Interview)

9  Students are unlikely to have an intellectual disability if previous assessment results were in the low average or above range.  Literacy or behaviour difficulties in isolation are not necessarily indicative of an intellectual disability  Lewis & Lewis through their contract with the DEECD do not conduct assessments for specific learning disabilities (e.g., Dyslexia).  Discussion with student support service.

10  All sections are expected to be completed and signed  If there is no available evidence under any of the headings in the Teacher Report Form, please specify the reason.  Before allocation to a psychologist or speech pathologist we will be looking for evidence of a history of ongoing ‘severe difficulties’  The stronger the evidence provided on the referral forms regarding current presentation the stronger the evidence is for your ENQ  Forms with ‘no’ or ‘n/a’ or ‘fine’ written in questions asking about a students overall current presentation do not support an intellectual disability and in the absence of supporting documentation may be screened out

11  Please do not write ‘refer’ to speech pathology assessment report when discussing language difficulties. Provide specific examples of difficulties within the classroom/school environment  At busy times of the year, anything that delays the process will hold up your assessment  The respondent’s name must be clearly stated on the Vineland –II.  All previous assessment reports need to be included when the referral packs are returned even if L&L completed the previous assessments

12  Social Skills e.g. Interactions with peers and adults, parallel play, friendships, etc.  Behaviour e.g. Specific examples of behaviours such as oppositional behaviour, aggression and violence, withdrawal and isolation, dealing with transitions and change, dealing with failure, need for routine & structure  Receptive & Expressive Language e.g. Echolalia, ability to follow instructions, do they require visual prompts, PECS, visual timetables. Intelligibility of speech, sentence structure, word knowledge, vocabulary, grammar, correct usage of pronouns, word associations, etc.

13  Fine motor e.g. Pencil grip, legibility of writing, ability to colour within lines, use of scissors, keyboard skills.  Safety e.g. Following rules, leaving school grounds, road safety, close supervision on excursions  Sensory e.g. Hearing and vision difficulties  Self Care e.g. Specific examples of level of support required for toileting, dressing, eating, personal hygiene. Frequency of accidents.

14 Strategies and Curriculum Modifications Reading, literacy, numeracy, hand writing interventions. Small group/1:1 supports. Modified curriculum, individual learning plan, behaviour modification plan. Language programs. Use of visual timetables. Modified presentation of material. Aide support

15  The following guidelines are provided by Lewis & Lewis to assist you to complete this form correctly and to provide an accurate indication of the referred child’s ability.  A referral has been made for this child because it is suspected that he or she may have an intellectual disability. Keep this in mind when scoring each item and always compare their ability to their same age typically developing peers.  Begin each section from Item 1. Ignore the ‘Start Ages’ in the left column although consider the age at which an average developing child would be able to achieve the item before circling 0, 1 or 2.

16 A response for each item MUST be provided. Forms with blank sections have to be returned to you as these can not be scored Although the Vineland is used as a screening tool, scores on the Vineland do not predict scores on an IQ assessment

17  Referrals may be screened out based on a variety of factors: Lack of supporting evidence. Previous assessment results that do not indicate ID and SLD. Vineland too high (>70) Conflicting presentation (e.g. SBD)

18  Regional Coordinators will contact the school to discuss the reason for an unsuccessful referral.  A screen out letter will be sent to the school including a copy for the parent/carer - which needs to be passed on. It is expected that the school explain why the referral is not progressing with the parent/carer.

19  PSD: Guidelines for Schools  PSD Roles and responsibilities in the assessment process psdprocess.pdf

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21 A score of three or more standard deviations below the mean for the student’s age in expressive, receptive and/ or core language skills on TWO of the recommended tests; AND The severity of the disorder cannot be accounted for by hearing impairment, social emotional factors, low intellectual functioning or cultural factors; AND A history and evidence of an on-going problem with the expectation of continuation during school years; AND A non-verbal score not lower than one standard deviation below the mean on one comprehensive intellectual test, with a statistically significant (p‹0.05) difference between verbal (VIQ/VCI) and non-verbal (PIQ/PRI) functioning (VIQ/VCI‹PIQ/PRI); AND Demonstrated critical educational needs equating to Program for Students with Disabilities funding levels three and above as determined by the validated results of the Educational Needs Questionnaire

22 Lewis & Lewis will complete all assessments if no testing has been carried out prior to referral. Students require 2 language assessments (not more than 12 months old) and a cognitive assessment (not more than 2 years old) for an SLD-CEN application. Language scores needed: standard score of 55 or below (3 standard deviations below mean) on 2 language assessments in the same language area (expressive, receptive or core) Cognitive score needed: Standard score of 85 or above for non-verbal abilities (average range) and significantly lower verbal abilities.

23 Referrals may be screened to ensure that other SLD-CEN criteria is evident before carrying out assessments: 1. Ruling out impacting factors such as hearing difficulties, social/emotional disorders & cultural factors; 2. A history of ongoing language problems; 3. Demonstrate critical educational needs equating to funding levels 3 and above as determined by the Educational Needs Questionnaire. The assessing speech pathologist needs to include this information in the application attachment.

24  CAS is a motor speech planning disorder and should not be confused with other speech sound disorders. Children have difficulty initiating and sequencing the movements for speech sounds and intensive speech therapy is required.  Characteristics can overlap with severe articulation or phonological delays. Due to the complexity of its nature diagnosing CAS can be very difficult and requires a very detailed assessment that includes analysing speech movements, sounds, patterns and rhythms.  Students diagnosed with CAS can be referred under SLD-CEN where an additional speech-motor will be completed in addition to language and cognition.

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27  Vineland should not be older than 12 months  The Vineland is one of the criteria for the diagnosis of intellectual disability. It is an official document and must be completed accurately  Often specific Vineland information is placed into PSD reports  The DEECD requires a minimum of 2 years between cognitive assessments (including WPPSI to WISC) and 12 months between language assessments.  Lewis & Lewis do not keep DEECD files therefore it is important to provide copies of previous assessments.

28  Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only  To make a referral, call the L&L office. The person answering the phone will be a senior staff member who can answer all queries and take referral information.  During busy periods calls may be picked up by our paging service. Your call will be returned by a senior staff member.  When you call, make sure you know the student and their relevant details

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