Module 3: Identifying and Profiling Students with Language Difficulties

• Introduction
• Prerequisites
• Outcomes
• Timing
• Resources
• Videos
• Glossary of key terms
• Footnotes

 

Introduction

The Language Support Program (LSP) Professional Learning Guide has been developed to assist teachers, coordinators and school leaders understand about language, language disorders and language difficulties, and how the ICPAL oral language framework can guide a Language Support Program [1].

This is the third learning module within the Professional Learning Guide. It comprises three sections that address the following key questions about the school-based support of students with language difficulties:

1. What curriculum resources, guidelines and assessment tools will be useful for identifying students with language difficulties in the Early and Middle Years of Schooling?
2. What is required for the clinical diagnosis of a language disorder?
3. What is an Individual Learning Plan, and what is its relevance to students with language difficulties?

 

Prerequisites

Usually, Module 3 will be undertaken after completing Module 2: Language disorders and difficulties [2].

 

Outcomes

Learning outcomes are identified at the beginning of each module. They apply to all the sessions in the module. Learning outcomes will usually be met by engaging with the content of the module and completing relevant learning opportunities identified.

By the end of Module 3, you will be able to:

• recognise and use sound curriculum planning (i.e. curriculum, assessment, pedagogy) to meet the needs of students with language difficulties
• understand and use authentic assessment tools in profiling students with language difficulties
• know about Individual Learning Plans and be able to use one when needed in a Language Support Program.

Timing

For the benefit of users engaging with a module within a self-paced or collegiate professional learning program, an indicative timing is provided at the start of a module and of a session. This timing suggests how long it should take to complete the module or session. Additional research and practical classroom-based activity is not included in the timing suggested.

Timing

• Module 3.1         90 minutes
• Module 3.2         60 minutes

 

Resources

Recommended resources are always specified at the start of each section of a learning module to allow participants to source a resource before the professional learning begins. Resources follow a predictable numbering system (e.g. in 'Resource 3.1', the first numeral identifies the module and the second numeral identifies the number of the resource within the module).

 

Videos

The videos that accompany this resource provide a brief introduction to each module. The purpose of these presentations is to provide background to the concepts introduced in each module, illustrate classroom practices and assist school-based Language Support Program Coordinators to facilitate the implementation of the Language Support Program in their schools.

• Module 3 - part 1 (WMV - 2.8Mb)
• Module 3 - part 2 (WMV - 1.7Mb)
• Module 3 - part 3 (WMV - 2.3Mb)
• Module 3 - part 4a (WMV - 2.8Mb)
• Module 3 - part 4b (WMV - 2.6Mb)
• Module 3 - part 5 (WMV - 3.0Mb)
• Module 3 - part 6 (WMV - 4.1Mb)
• Module 3 - part 7 (WMV - 4.1Mb)
• Module 3 - part 8 (WMV - 3.2Mb)
• Module 3 - part 9 (WMV - 3.5Mb)
• Module 3 - part 10 (WMV - 4.1Mb)
• Module 3 - part 11 (WMV - 1.0Mb)
  
  
• Module 3 transcript (RTF - 22Kb)

 

Glossary of key terms

Key terms used are usually included at the start of a session and as a hyperlink to the glossary on the first use of the term. A complete list of key terms used in the learning modules of the Language Support Program Professional Learning Guide is included in Appendix 1.

 

Footnotes

[1] A detailed description of the purpose and content of the LSP Statewide Resource is included in the Teacher Guide section of the resource.

[2] Indicative learning pathways through the learning modules for a range of users (e.g. teachers, coordinators, LSP assistants, school leaders, parents, community members) are identified in the Teacher Guide section of the resource.