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1. When students move from state to state, due to different criterion checklists, will the classifications of SLD students change? How does this effect the student?

2. Due to the toxins in lead I think there should be more information around the effects of lead to the brain. Information is power?

3. There is an under-identification for students lacking English proficiency due to the overall range of students in their English proficiency. I believe this is due to how young the students are.

4. I think that since it is 2022 there is always a source for translation. If we do not have the resources for an in person translator, than we need to virtually video chat with someone to get the student the accommodations they need.

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1. States have different assessments for evaluating exclusionary criteria in students? Elaborate and be clear with what you are asking about certain factors in order to really understand what is happening. It is important to get the most material.

2. We talked about how we can help students by providing materials for a student if they are in low income household that may be effecting their academic achievement.

3. We believe that many educators wait until standardized tests to see if they are meeting grade level standards. We also talked about how there should be a definition so that there is some sort of criteria to meet.

4. Try to find a translator to try make the assessment accessible to the student in their native language. We talked about how important the content is for students to understand first. Then slowly transitioning the student to the English language.

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1. It is important to consider how exclusionary factors can impact students if educators do not carefully distinguish what’s impacting a student

2. We spoke about how maybe changing the wording of factor it could change the way people see poverty and it’s true impact on students. It may not be a factor for SLD but ACES do have negative impacts on students.

3.  A key point we spoke about was how they may not define cultural differences because it can isolate people or it’s about power things. Also, cultural differences are broad and you can’t just have one definition for all.

4. We spoke about how it’s important for the student to have the test available to him in his language because it’s taking away the barriers away from the student that are not necessary.

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-The checklist can be helpful to some teachers and rule out factors such as vision and hearing
-Environmental factors include led levels, as well as living in poverty/low socio-economic status household.
-Under identified in early grades because they’re not fully reading yet
-Cultural difference isn’t defined in IDEA, leaving room for ambiguity and misinterpretation
-Students should be tested in their native language to ensure accuracy, reliability and validity of the assessment, which will prevent a misdiagnosis.

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1.) The Idaho worksheet is very vague compared to the Tennessee checklist. It helps to clarify important information that should be used to define these factors and how to evaluate individual impacts in an explicit manner.
2.) Environment has a huge impact on students learning. Students in poverty typically grow up with fewer books and other things to help grow their knowledge, especially children who have younger siblings. These students might be worried about taking care of their siblings and not their school work.
3.) ELLs are unidentified in early grades and overidentified in later grades because educators are more cautious of the student's English proficiency in the earlier grades (lack of English proficiency is more obvious)
4.) It is important to give the students test in their native language because it allows them access to the test in the most beneficial way. As for the scenario, we discussed the importance of advocating for your student such as getting an interpreter or discussing options with the parents.

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1. Federal Law Check- list is good for identifying eyesight or hearing deficits but for ELLs or cultural it shouldn't be a checklist, there is a grey area there.
2.Economic and environmental disadvantage- just because a student lives in poverty does not mean they are disabled. But on the flip side students in poverty can have disabilities.
3. English proficiency and cultural difference-learning disability requires evidence of impairment in both languages, not just one. students can struggle when moving to the US from another country/culture because of different customs or just the American education system.
4.Determining impact of language/cultural difference- there is a huge impact on of these two factors on struggling students. For me, there are so many questions I have. I would also talk to my admin about this specifically.

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1. The policies and procedures vary state to state, but the exclusionary factors by IDEA are the same, as they are federal law. Examples are checklists, and a chart of professional sources to access. The checklist can be helpful, but there can be a gray area and yes or no questions do not provide detailed answers. The chart is also helpful, but can’t be universal for all students.

2. Home environments can lead to issues that present similar to an SLD. For example, if parents are always working, students could have less access to help with homework, or if a child lives in poverty and doesn’t have any books, they could struggle academically. I feel as though students can be misidentified due to factors such as poverty. Poverty can impact brain development, but does not necessarily cause an SLD.

3. I feel as though ELLs are underidentified in early grades and overidentified in later grades because all students are learning basic literacy skills and math then anyways. State testing also doesn’t begin until 3rd grade as well. My take on cultural differences are that they present when a student is from another country and may struggle to progress academically at the same rate as their peers because they lack exposure to key information and cultural concepts referred to in school. I think it should be defined in IDEA because  it can be difficult to isolate the influence of English proficiency and cultural differences when determining eligibility for special education.

4. It is important because translations aren’t concrete, if a translator doesn’t speak the dialect of the language the student could also be misled as well. I understand that sometimes schools do not have translators for tests, but I would try to get a translator and wouldn’t count the test as much because a student should not be expected to perform as well without a translator or a test in their native language. Another key idea is to eliminate bias from assessments in order to make them more fair for all students.

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1. Policies and procedures to help school teams rule out exclusionary factors vary across states. We also talked about how the checklist/worksheet is helpful.
2. Poverty can affect a student with a disability. For example, we talked about exposure to books at home and how some students may not have books to read at home or someone to read with them.
3. Cultural differences is not specifically defined by IDEA. It is important for teachers to take into a consideration that students come from different backgrounds. English learners can be identified late in the process.
4. It is important to have the test in their native language so that they can perform their best. Teachers can also get the most accurate results this way. Students will also feel more comfortable taking the test in their native language.

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1. The exclusionary criteria is a great start in giving educators the direction to take for screening for eligibility, but i feel like it should be more explicit in terms of "yes or no".
2. Students in poverty often lack an adequate diet or lack of access to school supplies/books that can create a barrier to learning experiences that do not necessarily correlate to an SLD.
3. Cultural differences should be mentioned in IDEA as it is an important factor in a student's learning experience.
4. A student could be proficient in their native language but not in English--this doesn't necessarily mean the student has an SLD, but perhaps there's a language barrier.

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1. Can be helpful to know exactly what is ruled out
2.  How there is a stigma around certain students not having resources because it is the 21st century.
3. We think Cultural Differences should be in IDEA because it can inform us more as teachers
4. It would be difficult to come up with an assessment for your student if it is not available in their native language. You do not want to make your own translation and have it reflect badly on the student

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1.  There are a lot more cons to the exclusion factor chart on pg 9. It seems like there are more factors that are overlooked or educators being uninformed

2.economic disadvantages-stressmarkers- can cause children in poverty to have difficulty regulating their emotion and attention

3. economic and cultural differences-  cultural difference definition should be included under a different perspective

4. a translator might be useful when assessments aren't available in a students native language, depending on the availability and resources

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1. Taking into account the exclusionary criteria is important to making a determination on the student.
2. Exposure to lead can affect brain development long term. Poverty is not the cause for an SLD but may cause similar effects of having one.
3. A fluid definition would be better than one set in stone because it is such a wide range . If it were to be included in IDEA, there would be strict criteria for it.
4. For the scenario we said we would try to find a translator that would be able to translate the test with the student.

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1. Explanation and facts to prove evidence 

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1. Explanation and facts to prove evidence 

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2. Everything should be taking into consideration when trying to diagnose a child with anything

3. When students are in the younger grades teachers or parents may say that is just the child but later in life it is easier to identify a discrepancy.

4. advocate and adjust for the student

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1. How exclusionary criteria is defined and how the chart is used.
2. We talked about how poverty isn't necessarily a "reliable factor", but rather a consideration for a student who is struggling.
3. We didn't see why IDEA would not define or address cultural differences.
4. It's 2022 people, not 2004. Time for a reform/revamp.

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1. The policies provide checklists that can vary state to state and shows a group of factors that teachers should keep in mind.
2. Different environments can affect a clods least restrictive environment and children having a tough home life with not a lot of access to books at home or parents to read to them.
3. Cultural factors can affect a child’s comfortability in the classroom also ELLs can be identified late because students all struggle in the early years of schooling.
4. The use of assistive technology and the use of professionals that speak the native language and ells can truly show their knowledge to the best of their potential.

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