Dr. Mona Tawakkul Elsayed

Associate Prof. of Mental Health and Special Education

Speech or Language


Speech or Language Impairment


A.    Definition. Speech or Language Impairment means a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a student's educational performance. (Dialectal variations alone do not qualify a student to be classified as having speech or language impairment.)


B.    Criteria for Eligibility. Evidence of criteria listed in Paragraphs 1, 2, 3 or 4, and 5 must be met for a student to be classified as having a Speech or Language Impairment.


1.     Articulation―non-maturational speech disorder of one or more phonemes characterized by consistent addition, omission or incorrect production of speech sounds, and:


a.     for a student in grade K or above, data from documented intervention(s) conducted by a speech-language pathologist or speech-language pathology assistant that indicates that it is unlikely based on the student's rate of learning, that the student will acquire correct use of targeted phoneme(s) within a reasonable period of time; or


2.     Fluency―inappropriate rate and time patterning of speech at least 5 percent of the time, characterized by any of the following: sound and syllable repetitions, sound prolongations, audible or silent blocking, interjections, broken words, circumlocutions, or words produced with an excess of tension and accompanied by ancillary movements that are indicative of stress or struggle, and:


a.     for a student in grade K or above, data from documented intervention(s) conducted by a speech-language pathologist or speech-language pathology assistant that indicates it is unlikely, based on rate of learning, that the student will attain normal fluency within a reasonable period of time;


b.     a student exhibiting normal non-fluencies occurring during the developmental speech stage does not meet this criterion, or


3.     Voice―any inappropriate consistent deviation in pitch, intensity, quality, or other basic phonatory or resonatory attribute, and:


a.     for a student in grade K or above, data from documented intervention(s) conducted by a speech-language pathologist or speech-language pathology assistant that indicates it is unlikely, based on rate of learning, that the student will attain normal voice quality within a reasonable period of time. There must be an assessment conducted by the appropriate medical specialist prior to conducting intervention(s); or


4.     Language―impaired receptive or expressive disorder of phonology, morphology, syntax, semantics, or pragmatics:


a.     a student shall exhibit a deficit of at least 1.5 standard deviations below the mean based on chronological age;


b.     for a student in grade K or above, data from intervention(s) conducted by a speech-language pathologist or other appropriate personnel that indicates that it is unlikely, based on rate of learning, that the student will acquire targeted language skills that significantly impact the student's educational performance within a reasonable period of time; and


5.     there is documented evidence that the impairment significantly interferes with the student's educational performance or significantly interferes with the student's developmental functioning to a degree inappropriate for his or her cultural and social background or overall developmental level:


a.     some language difficulties cannot be described as a difference from the norm either because specific norms are not available or because the individual's language is deviant in a way not described adequately by developmental norms. In such cases, language samples should be analyzed and the language behavior should be documented with deviations described in various settings. An overall picture of language behavior should be described. Students who are non-verbal communicators shall be described, using their augmentative and/or alternative communication needs or modes.


C.    Procedures for Evaluation. Conduct all procedures described under §513, Evaluation Components.


D.    Additional procedures for evaluation:


1.     a speech-language assessment conducted by a licensed speech-language pathologist, which shall include the following procedures:


a.     the use of standardized test instruments and/or published normative data in speech-language pathology or child development;


b.     formal or informal analysis of a communication sample;


c.     additional information gathered from sources such as criterion-referenced materials, communication-related data collected by other professionals (including other pupil appraisal personnel and teachers), and an observation of communication skills;


d.     an assessment of the structure and function of the oral peripheral mechanism;


e.     an assessment of language processing, when appropriate;


f.     assessment of augmentative/alternative communication needs when appropriate; and


g.     the review and analysis of intervention data for students in grade K or above and when appropriate for children aged 3-5;


2.     an educational assessment conducted to review academic skills and to determine whether the speech or language impairment significantly interferes with the student's educational performance. This assessment may be conducted by a qualified pupil appraisal staff member or the student's classroom teacher, when appropriate. The effect of the speech or language impairment on educational performance must be documented in the evaluation report, including an analysis of how the student's disability affects access to and progress in the general curriculum:


a.     for a student suspected of having an articulation, fluency or voice disability, an educational assessment may be conducted by the classroom teacher;


b.     for a student suspected of having a language disability, an educational assessment shall be conducted by an educational diagnostician or other qualified pupil appraisal member;


3.     a review of the voice assessment conducted by an appropriate medical specialist in all cases in which there is a suspected voice impairment;


4.     information from a parent conference or other communication with the parent(s) to determine whether developmental, health, or other factors may be causing, contributing to, or sustaining the speech or language problem;


5.     medical, psychological, and additional educational assessments shall be requested by the evaluation coordinator, when appropriate to the evaluation of the suspected disability.


AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.


HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 35:912 (May 2009), effective July 1, 2009.


§723.      Traumatic Brain Injury


A.    Definition. Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a student's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, or motor abilities; psychosocial behavior; physical functions; information processing and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.


B.    Criteria for Eligibility. Evidence of criteria listed in Paragraphs 1 and 2 must be met for a student to be classified as having a Traumatic Brain Injury:


1.     documented medical evidence of an external insult to the brain causing an impairment in accordance with the definition exists; and


2.     the impaired functioning significantly affects educational performance.


C.    Procedures for Evaluation. Conduct all procedures described under §513, Evaluation Components.


D.    Additional procedures for evaluation:


1.     medical documentation that there has been an external insult to the brain, which causes an impairment to the cognitive, physical, behavioral or emotional functioning of the individual. A health assessment shall be conducted by a school nurse or other qualified personnel when the medical report indicates the student has an impairment requiring health technology, health management, or health treatments including a special diet or medication, or needs assistance with activities of daily living;


2.     a psychological assessment conducted by a certified school psychologist to determine the status of cognitive, behavioral, and emotional functioning;


3.     a speech/language evaluation conducted by a speech/language pathologist to determine whether there are speech and/or language difficulties;


4.     any other assessment procedures deemed necessary by the multidisciplinary team.


E.    Procedures for Reevaluation


1.     Due to the implications of a traumatic brain injury, a triennial reevaluation should be conducted if there are notable changes in the school setting regarding cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, or motor abilities, psychosocial behavior, physical functions, information processing, or speech. These changes could be noted by any member of the IEP Team.


AUTHORITY NOTE: Promulgated in accordance with R.S. 17:1941 et seq.


HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 35:913 (May 2009), effective July 1, 2009.


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التوحد مش مرض

متلازمة داون

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برنامج كشف الإنتحال العلمي (تورنتن)

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تجول عبر الانترنت

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موعد تسليم المشروع البحثي

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(التميز في العمل الوظيفي)

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المهارات الناعمة

المهارات الناعمة مفهوم يربط بين التكوين والتعليم وبين حاجات سوق العمل، تعتبر مجالاً واسعاً وحديثا يتسم بالشمولية ويرتبط بالجوانب النفسية والاجتماعية عند الطالب الذي يمثل مخرجات تعلم أي مؤسسة تعليمية، لذلك؛ فإن هذه المهارات تضاف له باستمرار – وفق متغيرات سوق العمل وحاجة المجتمع – وهي مهارات جديدة مثل مهارات إدارة الأزمات ومهارة حل المشاكل وغيرها. كما أنها تمثلالقدرات التي يمتلكها الفرد وتساهم في تطوير ونجاح المؤسسة التي ينتمي إليها. وترتبط هذه المهارات بالتعامل الفعّال وتكوين العلاقات مع الآخرينومن أهم المهارات الناعمة:

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موقع يساعد على تحرير الكتابة باللغة الإنجليزية

(Grammarly)

تطبيق يقوم تلقائيًا باكتشاف الأخطاء النحوية والإملائية وعلامات الترقيم واختيار الكلمات وأخطاء الأسلوب في الكتابة

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مخرجات التعلم

تصنيف بلوم لقياس مخرجات التعلم

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التعلم القائم على النواتج (المخرجات)

التعلم القائم على المخرجات يركز على تعلم الطالب خلال استخدام عبارات نواتج التعلم التي تصف ما هو متوقع من المتعلم معرفته، وفهمه، والقدرة على أدائه بعد الانتهاء من موقف تعليمي، وتقديم أنشطة التعلم التي تساعد الطالب على اكتساب تلك النواتج، وتقويم مدى اكتساب الطالب لتلك النواتج من خلال استخدام محكات تقويم محدودة.

ما هي مخرجات التعلم؟

عبارات تبرز ما سيعرفه الطالب أو يكون قادراً على أدائه نتيجة للتعليم أو التعلم أو كليهما معاً في نهاية فترة زمنية محددة (مقرر – برنامج – مهمة معينة – ورشة عمل – تدريب ميداني) وأحياناً تسمى أهداف التعلم)

خصائص مخرجات التعلم

أن تكون واضحة ومحددة بدقة. يمكن ملاحظتها وقياسها. تركز على سلوك المتعلم وليس على نشاط التعلم. متكاملة وقابلة للتطوير والتحويل. تمثيل مدى واسعا من المعارف والمهارات المعرفية والمهارات العامة.

 

اختبار كفايات المعلمين


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