Language Impairment (LI) and Specific Learning Disabilities (SLD) Interface
Shannon Hall-Mills and Heather Diamond

Interface…

As a noun:
•	The facts, problems, considerations, theories, practices, etc., shared by two or more disciplines, procedures, or fields of study (e.g., the interface between chemistry and physics).
•	A common boundary or interconnection between systems, equipment, concepts, or human beings. 
As a verb:
•	To meet or communicate directly; interact, coordinate, synchronize, or harmonize 

Using a Broad Lens
•	Describing, explaining LI and SLD in layman’s terms
•	Discussing areas of overlap (group activity)

Slide 4 is for a live, group activity.
Group Activity
•	Explain/describe LI:
•	Explain/describe SLD:

SLD Criteria for Eligibility after July 1, 2010
Condition 1 – Underachievement in: oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem-solving.
Plus
Condition 2 – RtI: insufficient response to scientific, research-based intervention
Plus
Condition 3 – Conditions 1 and 2 not primarily the result of: visual, hearing or motor disability; intellectual disability; emotional/behavioral disability; cultural factors; irregular attendance; environmental or economic disadvantage; classroom behavior; limited English proficiency.

LI Criteria for Eligibility (for K-12; effective July 1, 2010)
Condition 1 - Underachievement in: oral expression, listening comprehension, social interaction, phonological processing, reading comprehension
Plus
Condition 2 – RtI: insufficient response to scientific, research-based intervention
     and
Comprehensive evaluation: evidence of LI, including all required evaluation components and criteria listed in (7)(c)(1-3; 4 (if pragmatic).
Plus
Condition 3 – Conditions 1 and 2 not primarily the result of: chronological age; gender; cultural/ethnic factors; limited English proficiency, irregular attendance.

LI and SLD
•	Why might this comparison be a difficult one to make?
•	Similarities in symptoms
•	Similarities in specific disorder criteria
•	Etiology and behavioral specificity of learning problems
•	Comorbidity issues
•	Changes in symptomology across the lifespan

Notes from Bishop and Snowling (2004)
•	Proposed a model comparing SLI and dyslexia
•	subtypes of language-learning disability (LLD)
•	occupy different areas of a 2-dimensional space in their model
•	continuities exist, but “differences cannot be captured by a simple gradient of severity” (p. 858). 
•	Graphic depicting nonphonological skills plus phonological skills
•	A – Classic dyslexia
•	B – No impairment
•	C – Classic SLI
•	D – Poor comprehenders

Children with Language Learning Disabilities
•	Experience problems transcending reading and writing instruction 
•	Word reading, oral and written vocabulary learning
•	Morphological and syntactic awareness. Listening and reading comprehension; and semantic access
•	Understanding and attending to teacher’s instructional language
•	Using language to mediate and self-regulate (Mody and Silliman, 2009) 

LI and SLD Interface

Reflections in Policy
IDEA
•	IDEA defines language impairment (LI) as:
•	“…a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance
•	IDEA defines SLD as:
•	“…a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations…” 

FLORIDA
•	Approved SBE Rule 6A-6.030121, F.A.C., (LI) definition:
•	(1)“Language Impairments are defined as disorders of language that interfere with communication, adversely affect performance and/or functioning in the student’s typical learning environment, and result in the need for exceptional student education services.”
•	(1)(a) “A language impairment is defined as a disorder in one or more of the basic learning processes involved in understanding or in using spoken and/or written language. These include: 
•	Phonology
•	Morphology
•	Syntax
•	Semantics
•	Pragmatics
•	SBE Rule 6A-6.03018, F.A.C., (SLD) definition:
•	A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. 

LI and SLD Comparison

LI – SBE Rule 6A-6.030121, F.A.C.
Due to deficits in the student’s language skills, the student does not perform and/or function adequately for the student’s chronological age or to meet grade-level standards as adopted in Rule 6A-1.09401, F.A.C., in one or more of the following areas, when provided with learning experiences and instruction appropriate for the student's chronological age or grade: 
•	Oral expression;
•	Listening comprehension;
•	Social interaction;
•	Written expression;
•	Phonological processing; or,
•	Reading comprehension.

SLD – SBE Rule 6A-6.03018, F.A.C.
When provided with learning experiences and instruction appropriate for the student’s chronological age or grade level standards–the student does not achieve adequately for the student’s chronological age or does not meet grade-level standards– one or more of the following areas based on the review of multiple sources which may include group and/or individual criterion or norm-referenced measures, including individual diagnostic procedures:
•	Oral expression;
•	Listening comprehension;
•	Written expression;
•	Basic reading skills;
•	Reading fluency skills;
•	Reading comprehension;
•	Mathematics calculation; or
•	Mathematics problem solving.

SBE Rule 6A-6.030121, F.A.C., (LI)
9 sections:
•	Definition
•	Procedures prior to initial valuation for prekindergarten (PK)
•	Evaluation procedures for PK
•	Eligibility criteria for PK
•	General education intervention procedures and activities for K-12
•	Evaluation procedures for K-12
•	Eligibility criteria for K-12
•	Documentation of determination of eligibility 
•	Language services
Sections 6-8 of the LI Rule contain similarities to the SLD Rule.

LI and SLD
Graphic: The oval in the middle indicates where there is substantial overlap between LI and SLD rules text. Within each circle, in the non-overlapping sections, you can see some highlighted differences between the LI and SLD rules: Mainly, that the LI rule contains minimum evaluation components, specific evaluation and eligibility criteria for PK vs. K-12, and a section regarding “language services”. The SLD rule allows for the “mutually agreeable extension” option, according to IDEA. Also, not listed here, but some of the exclusionary factors differ for determination of LI vs. SLD (see rule texts for more information). 

Common Areas
•	General education intervention procedures
•	Parent involvement
•	Observations
•	Review of data
•	Vision/hearing screenings
•	EB interventions
•	Data re: well-delivered scientific, research based instruction and intervention
•	Data-based documentation
•	Repeated measures of performance/functioning at reasonable intervals, communication of student response
•	Request consent to evaluate:
	(Despite appropriate instruction and intense individualized intervention)
•	Inadequate progress
•	Interventions effective but require sustained and substantial effort
•	When referral made
•	Documentation of eligibility determination

What is your focus?

Shift the focus from
•	Procedural Concerns to Instructional Focus
•	Reliance on Formulas and Checklists to Systematic Problem-solving
•	Territorial Silos to Blended Expertise
•	Label-seeking to Instructional Solution-seeking
•	Comfortable Safety to Sensible Solutions
•	“Testing” to Instructionally Relevant Assessment
•	Categories to Whole Child as a General Education Student, regardless of educational needs

References
Bishop, D.V.M., and Snowling  M.J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886.

Catts, H.W., Adolf, S.M., Hogan, T.P., and Weismer, S.E. (2005). Are specific language impairment and dyslexia distinct disorders. Journal of Speech, Language, and Hearing Research, 48, 1378-1396.

Rispens, J, and Been, P. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and specific language impairment (SLI): A closer look. International Journal of Language and Communication Disorders, 42(3), 293-305.

Silliman, E.R., Butler, K.G., and Wallach, G.P. (2003). The time has come to talk of many things. In K.G. Butler and E.R. Silliman (Eds.), Speaking, reading, and writing in children with language learning disabilities: New paradigms for research and practice (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.