English Language Development for Students With Significant Cognitive Disabilities Laurene Christensen, Ph.D., National Center on Educational Outcomes Vitaliy Shyyan, Ph.D., National Center on Educational Outcomes

What does NCEO do? www.nceo.info Mission: To support the development of inclusive assessment in a rapidly changing state (and consortium) assessment system environment in order to promote improved educational results for students with disabilities. www.nceo.info

Today’s Essential Questions Who are students with significant cognitive disabilities? Who are ELLs with significant cognitive disabilities? What do we believe about students with significant cognitive disabilities related to their receptive and expressive language development? How do we separate English language development from language development of for students with significant cognitive disabilities? What is the difference between language and communication? How does what we know about language systems affect the socio-cultural implications of including these learners in ESL programming?

Who Are Students With Significant Cognitive Disabilities?

Students With Significant Cognitive Disabilities Represent ~1% or fewer of the total assessed population 3 primary disabilities categories are usually listed: Mental Retardation Multiple Disabilities Autism Highly varied levels of expressive/receptive language use Most students in the population use symbolic communication Level of symbolic language distribution is similar across grade-bands Most of the population read basic sight words and solve simple math problems with a calculator.

Students With Significant Cognitive Disabilities 69% likely use symbolic language (verbal or written words, signs, braille, or language- based augmentative systems) to communicate Approximately 20% use intentional communication, e.g., consistent patterns of gestures or sounds Approximately 10% communicate primarily through cries, facial expressions, change in muscle tone There are many misperceptions about students with take an AA-AAS. Most of them already have basic communication and academic skills. Although 31% do not have symbolic language, about 20% have identifiable communication methods (e.g. consistent patterns of gestures or sounds) The remaining 10% of students also communicate. However, they do so in ways that may be difficult to identify or understand. The skills for all the students who take an AA-AAS can be improved with appropriate communication interventions and instruction linked to grade level standards.

Who Are ELLs With Significant Cognitive Disabilities?

IEP Team Determined The student is classified as ELL. Student records indicate a disability or multiple disabilities that significantly affect the student’s intellectual functioning and adaptive behavior. The student is or will be participating in his or her statewide alternate assessment based on alternate achievement standards.

The student has a significant cognitive disability. Not Determined by: Determined by: A disability category or label An IQ score Native language, social/cultural, or economic differences Anticipated poor performance or disruptive behavior The student’s need for extensive, direct individualized instruction The student’s need for substantial supports to achieve measureable gains The student’s use of substantially adapted materials and individualized methods of accessing information

Participation of ELLs with Significant Cognitive Disabilities in ELP Assessments

Federal Guidance on ELLs With Significant Cognitive Disabilities IEP team membership Participation in alternate ELP assessments Provision of accommodations on a case-by- case basis Meaningful involvement of parents

How do we separate English language development from language development of students with significant cognitive disabilities? Axel Cortes, is a twelve year old elementary bi-lingual student with autism at Idelhurst Elementary in New Hampshire. Axel Video http://www.ncscpartners.org/multimedia

Language Language is a specific form of communication where letters, figures, numbers, characters, gestures, or combination thereof (spoken, visual, or both) is universally accepted by a culture or sub culture to facilitate common ideas, expressions, and thoughts. Students do not move lockstep in language development. Language is learned by using language in all four domains: listening, speaking, reading, and writing.

Communication Communication is a social event which requires sending or receiving messages with an agreed upon sets of symbols, gestures, objects, pictures, words, sounds, movements. Communication can be words-based, but often is not for students with cognitive delays who may not use words or more words due to the nature of their disabilities. Because of their cognitive, social, and communicative delays, these children may have a different form of language to fulfill the function of language (to communicate) based on the individual student needs and abilities. If the student has a language system (any type of AAC), then the student has access to the language needed to access contents and more because he/she can communicate with set of symbols, gestures, objects, pictures, words, etc., which the student uses as language. 

What do we believe about students with significant cognitive disabilities related to their receptive and expressive language development?

Communication Beliefs All individuals and all behaviors (including gestures, cries, noises) communicate. Communication is possible and identifiable for all students. Every step toward improved communication, attention, and interaction leads to increased independence No more fundamental outcome of education exists than the right and the ability to communicate.

Symbolic Understanding and Receptive Communication, A Student Can Have Symbolic Understanding and Receptive Communication, but not Use Symbolic Communication EXPRESSIVELY.

What if the student does not have a dedicated communication system? The “absence of evidence is not evidence of absence” (Donnellan, 2000). It is time for a new paradigm because more and more evidence - 20 years of research – is refuting the prevailing paradigm. We know that intelligence is not fixed which means that many times, we assume a student can not learn because of in IQ test taking in 3rd grade. What if our futures were determined by a single test in time? Twenty years of research and teacher testimonials tell us that students with cognitive disabilities are capable of learning much more that we believed before. We know that students learn best when we hold high expectations and believe in them (e.g., Carol Dweck, “growth mindset”). We also know that many students need and should be using an alternate or augmentative means of communication in order for us to learn what they know and for them to communicate effectively. The need for a means by which to communicate – an individual communication system for each student - cannot be overemphasized!

Intent + Mode (form or language system) + Listener Comprehension = Successful Communication

All Students Communication Teachers observe to identify communication intent and mode/form Communications targets (intents) are selected Student strengths are used to establish the best form or mode of communication Family members describe what the students like and dislike the most The team records observations of student preferences (likes/dislikes)

Expressive Levels of Communication Symbolic level or true language use Emerging symbolic communication: students use pictures, objects, signs to communicate a variety of intents Pre-symbolic communication

Receptive Levels of Communication Understand simple directions without supportive cues Understand simple directions with cues Alerts and attends to others Does not alert to others

Non-Verbal Communication Intercultural Communication at Work McMan Youth, Family and Community Services November 17 Non-Verbal Communication Tone Touch Personal distance Facial expressions Gestures Eye contact If time: examples of each behavior and how other will interpret/judge it Touch: storti’s example of touching of a typical couple in a café: Examples: Touching – CI normal and often, C2 – less often Loudness of speaking voice – C1 – softer, C2 – louder Shaking Hands (C1 – firm, then let go of hand, C2 – weaker, and hold onto hand longer Material Developed by Intercultural Education Program Immigration and Settlement Service Catholic Social Services Do not copy without permission

Non-Verbal Communication Can you guess what this gesture means in Japan? This Japanese gesture means “angry.”

Non-Verbal Communication Can you guess what this gesture means in France? This French gesture means “I do not believe you.”

Non-Verbal Communication Can you guess what this gesture means in Iran? This Iranian gesture is extremely obscene.

Non-Verbal Communication Can you guess what this gesture means in Nigeria and other parts of West Africa? Rumsfeld’s gesture in Nigerian culture is also extremely obscene. It means what the extended middle finger means in America times five.

The Least Dangerous Assumption IS to Presume Competence! Acting on the presumption of competence provides students with the opportunity to learn, achieve, and ultimately become more independent. The least dangerous assumption is to presume competence. Acting on the presumption of competence provides students with the opportunity to learn, achieve, and ultimately become more independent. Presuming incompetence means we do not teach more challenging, age-appropriate curriculum; we do not provide opportunities for growth; and we do not see the value or need in establishing a student’s mean for communication. Take a minute to think about presuming competence and then share with a neighbor how decisions we make about a student’s educational program and supports might be different if we presume the student is competent.  

laurene@umn.edu shyya001@umn.edu Thank you! laurene@umn.edu shyya001@umn.edu