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&. Lewis Lewis. Program for students with disabilities. Lewis & Lewis has the statewide contract t o provide specialist assessments for the DEECD to determine student’s eligibility to apply for the PSD categories of: Intellectual Disability - PowerPoint PPT PresentationTRANSCRIPT
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Lewis & Lewis has the statewide contract to provide specialist assessments for the DEECD to determine student’s eligibility to apply for the PSD categories of:
Intellectual Disability
Severe Language Disorder with Critical Educational Needs
The DEECD’s Resource Coordination Group has the responsibility of reading applications and determining eligibility for the PSD
PROGRAM FOR STUDENTS WITH DISABILITIES
The assessments can be for:
New referrals for currently enrolled students not supported by the PSD (annual round)
Students new to government schools, which includes Preps and transfers from other systems
Year 6 (age equivalent) transition reviews
Time-limited funding reviews
PROGRAM FOR STUDENTS WITH DISABILITIES
Intellectual Disability
People with an intellectual disability display significantly below average intelligence (based on an IQ test)
People with an intellectual disability display significant difficulties with everyday living skills (identified before they are 18 years old)
UNDERSTANDING INTELLECTUAL DISABILITY
UNDERSTANDING INTELLECTUAL DISABILITY
Definition
intellectual disability is an intellectual, cognitive and developmental disability that profoundly affects an individual’s functioning and adaptation to everyday life
lifelong learning is affected
UNDERSTANDING INTELLECTUAL DISABILITY
Attention
Perception
Thought processing
Memory
Generalisation
Communication
Students with an intellectual disability will be slower to learn because they have difficulties with:
UNDERSTANDING INTELLECTUAL DISABILITY
Definition
it is not a medical disease or a psychiatric illness but may coexist with these and other conditions
functioning and competency are specific to one’s environment
UNDERSTANDING INTELLECTUAL DISABILITY
Terminology
Mental retardation
Intellectual impairment
Mental deficiency
Mental handicap
Mental sub-normality
UNDERSTANDING INTELLECTUAL DISABILITY
Terminology: Labelling
Labels have a function in professional language and for management of resources within schools, but:
labels can be traumatic for families and damaging to individuals
label does not define the student
UNDERSTANDING INTELLECTUAL DISABILITY
The following terminology is often used by specialists but can be misleading:
developmental delay global developmental delay – suggests that
children will ‘grow out’ of problems learning disability – used for people who have
specific issues with reading or literacy etc
UNDERSTANDING INTELLECTUAL DISABILITY
Terminology: Diagnosis
significantly below average intelligence
significant difficulties with everyday living
deficits are present prior to 18 years of age
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders. (4th ed.). (Text rev.). Washington, DC: Author. (p. 41)
UNDERSTANDING INTELLECTUAL DISABILITY
Diagnosis
some children are diagnosed soon after birth
those with a mild intellectual disability may not be recognised until they begin preschool or later
UNDERSTANDING INTELLECTUAL DISABILITY
Diagnosis
Intellect refers to:
mental ability or capacity thought processes the ability to reason the ability to solve problems
UNDERSTANDING INTELLECTUAL DISABILITY
Measuring intelligence
measured by a standardised instrument which compares abilities to same age peers
DEECD require Wechsler tests for assessment consistency
WPPSI-III (4 – 7.3 years) WISC-IV (7.4 – 16.11 years)
UNDERSTANDING INTELLECTUAL DISABILITY
Normal Curve
UNDERSTANDING INTELLECTUAL DISABILITY
Degrees of severity
Category Wechsler IQ Range
Mild
Moderate
Severe
Profound
69 – 55
54 – 40
39 – 29
<25
39 – 29
<25
Not
as
sess
able
89 %
6 %
3.5 %
1.5%Sattler, J.M. (2001). Assessment of Children: Cognitive Applications. (4th ed.)
UNDERSTANDING INTELLECTUAL DISABILITY
Adaptive functioning
how well a person copes with everyday tasks
how well a person meets the standards of independence expected of someone their age (in similar cultural and geographical contexts)
UNDERSTANDING INTELLECTUAL DISABILITY
Adaptive functioning
usually measured with a standardised questionnaire
DEECD require Vineland Adaptive Behaviour Scales – Teacher Rating Form
3 – 18.11 years
UNDERSTANDING INTELLECTUAL DISABILITY
Adaptive functioning
Leisure skills Communication Social skills Health and safety Self direction
Home living Self-care Work skills Functional academics Use of community
resources
25%
30%
10%
15%
20%
5%
est 40 - 50 51 – 60 61 - 70 71 - 80 81 - 90 91 - 100 > 100 ne
...0
STATEWIDE DISTRIBUTION OF IQ SCORES FOR STUDENTS REFERRED FOR ID ASSESSMENT- 2010
2009
25%
30%
10%
15%
20%
5%
est 40 - 50 51 – 60 61 - 70 71 - 80 81 - 90 91 - 100 > 100 ne
...0
2008
THREE YEAR COMPARISON OF IQ DISTRIBUTION
50%
60%
20%
30%
40%
10%
WISC-IV WPPSI-III
55%
...0
43%
COMPARISON OF WISC AND WPPSI ASSESSMENTS WHICH PROCEED TO APPLICATION
90%
70%
80%
5 Criteria to account for
a) Language Assessment
b) Elimination of confounding factors
c) History and Evidence
d) Intelligence Testing
e) Critical Educational Needs
Severe Language Disorder with Critical Educational Needs
Issues with referring
Students may be diagnosed with a language disorder but not be eligible for the SLD-CEN program
Only a very small cohort of students throughout the state are supported under this program
Severe Language Disorder with Critical Educational Needs
The majority of students with language disorders are assisted through the Language Support Program (resources in the school’s budget)
Language test results for the SLD-CEN need to be at least 3 standard deviations below the mean
Severe Language Disorder with Critical Educational Needs
UNDERSTANDING INTELLECTUAL DISABILITY
Normal Curve
2sd 1sd
6050
3sd0.13%
In addition to language difficulties students must also demonstrate critical education needs in order to attract at least level three funding
Severe Language Disorder with Critical Educational Needs
In order to meet CEN criteria, the student must demonstrate high ratings on several scales listed on the Educational Needs Questionnaire. Supporting evidence can include:
Current descriptive reports from the teacher outlining support or modifications required in specific areas of difficulty such as learning needs, mobility or fine motor skills
Examples of incidences that have or are occurring during the day relating to behaviour or safety concerns
Severe Language Disorder with Critical Educational Needs
Support programs (e.g. Psychology intervention for behaviour) and/or Individual Learning Plans currently in place
Details of supervision or assistance the student requires in specific areas such as self care
Current reports from specialists such as Speech Pathologists, Psychologists, Occupational Therapists, Physiotherapists, Medical specialists, Mental Health Workers, Psychiatrists, Audiologists etc
Severe Language Disorder with Critical Educational Needs
CAS in children may be known by various names: Developmental Verbal Dyspraxia; Verbal Apraxia; Apraxia of Speech; Apraxia
CAS is a childhood speech sound disorder in which children have difficulty programming, sequencing and initiating movements required to make speech sounds.
Although characteristics may overlap, CAS is a motor speech planning disorder and should not be confused with other speech sound disorders. 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
CHILDHOOD APRAXIA OF SPEECH - DYSPRAXIA
REFERRAL ISSUES
Screening for appropriate referrals
Due to the increase in inappropriate referrals to Lewis & Lewis in 2010 the DEECD is encouraging more rigorous screening of referrals in 2011
REFERRAL ISSUES
Common referral reasons
“Sarah was tested two years ago and there has been no progress. It’s time for her to be tested again”
“It’s been two years since John’s last assessment, he just missed out last time, we want to have another go”
REFERRAL ISSUES
Common referral reasons
“My SSSO has been through the files and there are three students who are all due for an assessment”
“I know that Chris is not going to be eligible but the teacher/parents want an assessment anyway”
REFERRAL ISSUES
Common referral reasons
“I just want to rule out ID”
“Jaihden failed reading recovery so we need an assessment”
REFERRAL ISSUES
Common referral reasons
“The speechie has done an assessment and has recommended a cognitive assessment”
The paediatrician has recommended a cognitive assessment
The student has siblings with an ID Our SSSO has done a KBIT/Ravens and the
students score was in the extremely low range
REFERRAL ISSUES
Completion of referral forms
All referral forms are expected to be completed and signed
Before allocation to a psychologist or speech pathologist we will be looking for evidence of ongoing ‘severe difficulties’
REFERRAL ISSUES
Completion of referral forms
Forms with ‘no’ or ‘n/a’ or ‘fine’ written in questions asking about a students adaptive ability do not support an intellectual disability and in the absence of supporting documentation may be screened out
Do not write ‘refer’ to speech pathology assessment report when discussing language difficulties
REFERRAL ISSUES
Completion of referral forms
Lewis & Lewis does not have access to DEECD files
Please always attach copies of all previous assessment reports
At busy times of the year, anything that delays the process will hold up your assessment
REFERRAL ISSUES
Completion parental consent form
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
Lewis & Lewis through their contract with the DEECD do not conduct assessments for learning disabilities
REFERRAL ISSUES
Completion of the Vineland
Must be completed by a teacher only
Teacher must know the student well
Is a professional assessment tool and needs to be completed responsibly
REFERRAL ISSUES
Completion of the Vineland
Is not just a screening tool. Is required for the diagnosis of an intellectual disability
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10/01/20
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24/01/20
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14/02/20
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REFERRALS RECEIVED PER WEEK THROUGHOUT 2010
25/07/20
10
1/08/201
0
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0
15/08/20
10
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29/08/20
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5/09/201
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10/10/20
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24/10/20
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31/10/20
10
7/11/201
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10
21/11/20
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28/11/20
10
100
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...0
REFERRALS RECEIVED PER WEEK THROUGHOUT 2010
REFERRAL PROCEDURE
Ring Lewis & Lewis
Discuss referral
If accepted Lewis &
Lewis will send
referral pack
www.lewisandlewis.com.au
MAIN POINTS
Lewis & Lewis is contracted to provide assessment for the categories of ID and SLD-CEN only
To make a referral, call us
When you call, make sure you know the student and their relevant details
MAIN POINTS
Diagnosing a student with a disability is significant
Last year the number of inappropriate referrals increased
This year we are aiming for better screening of referrals
9380 5742 9380 6883 [email protected] www.lewisandlewis.com.au