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1-      SLD can affect an individual’s ability to understand and use language and to discriminate differences in visual and auditory stimuli. They can have difficulty reading and writing. They may have a hard time paying attention in class, organizing study material and to theorize what they are learning.

2-      Students with SLD continue to struggle throughout the school compared to students with MID. Students with MID have a slow intellectual development and have the potential to learn within the regular classroom with appropriate modification and accommodations.

3-      Student with MID face delays in areas like attention, mediation, memory, communication, generalization and adaptive behavior.  Students with MID function 2-4 years below grade level and they manifest delays in social development. They may need help performing the tasks of day-to-day life.

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1- Students with SLD can exhibit difficulties in many different areas. One student might had difficulty with reading comprehension, while another student might exhibit difficulty with written expression, while have no problem with reading comprehension.
2- Students with SLD  and MID differs from each other because SLD refers to a disorder in one or more of the basic psychological processes that involves understanding or using language that may cause deficits in listening, speaking, reading, writing or in math. Students with MID might exhibit deficits in cognitive development, and social and adaptive skills.
3-  Students with MID that have deficits in adaptive skills may show demonstrate poor social skills, and have deficits in organizational skills,so they might have problem turning in assignment on time. They may also need reminders about hygiene, like washing hands or brushing hair. They might also suffer from  communication issues as they have hard time understanding abstract ideas and figurative language.

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Students w/SLD have deficits in basic psychological process. How might these present in the classroom? Students with SLD, have trouble decoding symbols and perceiving their meaning. If the issue is severe the child can have difficulty learning and completing work in school. A teacher may not know that the student has SLD until they are asked to complete or read work and they are unable to do so as the rest of the class. Student with SLD have difficulties understanding the use of language , what they hear and what they see. The textbook mentions that these deficits can appear in the classroom as problems of thinking, listening, writing, reading, or speaking and may interfere with any school subject. Even if the student is on grade level in reading, there may be specific failures in mathematics, writing, or in any activity that requires using the deficient skill. For example, oral instructions may be misunderstood, although written instructions are comprehended easily. 

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Students w/SLD have deficits in basic psychological process. How might these present in the classroom? Students with SLD, have trouble decoding symbols and perceiving their meaning. If the issue is severe the child can have difficulty learning and completing work in school. A teacher may not know that the student has SLD until they are asked to complete or read work and they are unable to do so as the rest of the class. Student with SLD have difficulties understanding the use of language , what they hear and what they see. The textbook mentions that these deficits can appear in the classroom as problems of thinking, listening, writing, reading, or speaking and may interfere with any school subject. Even if the student is on grade level in reading, there may be specific failures in mathematics, writing, or in any activity that requires using the deficient skill. For example, oral instructions may be misunderstood, although written instructions are comprehended easily. 

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Students with MID, Students with MID will may be unable to verbalize and are not able to label common objects. Student with MID will have difficulty communicating personal information when lost or in need of help and they
Lack the skills to meet hygiene standards such as wearing appropriate clothing that is clean and neat or maintaining the cleanliness of their body and hair.
Thia Green

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A student with SLD having issues within the classroom can be brought on by numerous things. If the teacher asks the child to read aloud and notices them slowing down more than the average student, confusing certain letters, this could be a sign. If a teacher asks the child asks a child a question and notices that the child often has issues with their oral expression, this may also be a sign. It is necessary for teachers to see and understand the warning signs and be able to adapt appropriately.
Students with MID have more of a cognitive and adaptive behavior concern while students with SLD seems to be more to do with learning, expressing and written concern.
A student with MID may have issues in the classroom socially. As they have concerns with being able to adapt to their peer’s behavior, this in long run can also be affected socially. In addition, these students may also have some cognitive concerns when doing their school work, causing them to need accommodations and modification within the classroom. Lastly, these students also have an issue with self-care. Within the classroom, this may be that things as simple as going to the bathroom alone require assistance for them.

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1)      When sld students have problems in their psychological process many things can occur within a classroom.  They will either have behavioral problems, as it results from them not understanding the instruction given, so they tend to act out to not do the work. Or they will be extremely quiet and not do anything unless asked by the instructor. If the teacher has given a verbal instruction the student may not understand what is going on and tend to just perform poorly on assignments or neglect to do any work. So students have a defeatist attitude may just know they will do poorly so they give up before they even try.

2)        Students with SLD differ from students with MID in many ways. One is SLD students will have a hard time processing information because of how it’s given to them. Whereas MID students have a block of processing the information regardless of how it’s received.  Furthermore, MID students can also be given an IEP to modify the curriculum because they need to understand the basics.

3)       MID students might not understand how to adapt to an environment. They lack the understanding of how to assimilate to certain situations. When a test is being given they might talk, or they cannot make friends because they are not too sure how to adapt in the environment to make a friend. Students around them see them as extremely quiet or awkward.

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1. Students with SLD may have difficultly reading out-loud and interpreting written or verbal information. They may need information to be repeated several times and still may not understand it. The student may also have a hard time remembering things sequentially.
2.  Students with SLD have a langauage based disability which effects their auditory and visual skills. Students with MID have issues with cognitive and motor skills. They may also have a hard time developing socially.
3. Students with MID have deficits in adaptive behavior so they may have a hard time interacting with their classmates, and keeping their personal hygiene up to par. Their memory may also be delayed so they may need additional time to complete an assignment or constant reminders.

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1. Students with SLD may have deficits in visual, auditory, psycho motor skills, reasoning and perception. These students have a harder time understanding and processing information presented to them. This can be seen when using grammar incorrectly, not remembering information and remembering things out of order.
2. SLD and MID students both start off in the general classroom however, a student becomes MID when additional signs arise. These include poor reasoning and comprehension, difficulty in language when answering questions, difficulty at mealtimes and managing restroom needs.
3. One of the largest concerns with MID students is there cognitive development in the classroom. Concrete operations are well understood however when it comes to abstract operations and concepts, the student has a lot of difficulty.

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Q1-A student with SLD can interact with other students but when it is time to read aloud to the class the student has problems. A student with SLD usually cannot read aloud when asked, therefore their disability can be present in the classroom. Also this disability can be present in the classroom when a student has a hard time listening, thinking and writing.

Q2- Students with SLD tend to have deficits in the basic psychological processes, such as auditory, visual, and attention. While students with MLD tend to have an issue with adaptive behaviors and cognitive development.

Q3- A student with MLD will have trouble with their adaptive behavior. In the classroom the student will socially isolated from the rest of the students and lack the skills that meets the standards of hygiene.

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1- A student with SLD can be hard to identify because it is a hidden disability and can have so many different manifestations. Basic deficit psychological processes such as auditory and visual  for example can show themselves in the classroom by students being unable to locate the sources of sound, inability to follow oral directions or requesting things to be repeated frequently.
2- Students with MID have a more generalized deficit in intelligence while students with SLD have a specific disability. SLD is also a language based disability. Students with MID may have issues with cognitive and motor functions as well.
3-A deficit in adaptive behavior in the classroom can present itself in many ways including problems with self care, poor social skills or poor communication skills in time of trouble

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Q1. No one learning disability appears the exact same way in students, so it can be difficult for educators to see indicators of these such deficits. However, for example, a student that has a learning disability in keeping attention. This will show itself, normally, in students that do not finish work on time in class, cannot concentrate on the material being taught, and in those students who constantly daydream.
Q2. The biggest difference between students with SLD and students with MID is that those who have SLD generally have an above average IQ, while those who have MID, generally, have a much lower IQ than their peers.
Q3. Students with MID have deficits in adaptive behavior which will lend teachers to being able to see them easier than those with SLD. One such indicator is a lack of skills in meeting hygiene standards. This can be seen by those who do not wear appropriate clothing that is clean and neat.

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1. It can be difficult to notice students who might have an SLD because it doesn't manifest itself in an outward way. Table 6.1 and Table 6.2 in chapter six talk about some of these basic psychological processes and how they might look in the classroom setting. For example, conceptualization/ reasoning and social perceptions will have classroom indicators such as talking in incomplete sentences, unable to follow directions, may not recognize cause and effect relationships, poor sense of time, may not understand behaviors of peers, lacking common sense, unable to make decisions and misinterprets meaning of gestures and facial expressions.

2. MID and SLD are different in that one shows more issues with adaptive behavior and the other has to do with processing deficits. MID may be shown in motor development, communication, and sensory defects. Students who might have a specific syndrome (Down syndrome, FAS, Fragile X) may be classified as having MID.

3. In the classroom setting, MID may manifest as having difficulty in attention, i.e. recognizing shapes, size, color, or concentrating on an entire class session. In terms of communication, students with MID may have difficulty articulating and pronouncing words when they talk, and may have poor social skills to name a few. More can be found in the Table 6.3 in chapter 6.

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1. As the name suggests, a SLD manifests itself in specific ways. A SLD in reading skills, for example, indicates a student who finds it harder to read. They have greater difficulty understanding words, pronouncing them based on spelling, and similar difficulties.

2. SLD refers to highly specific difficulties generally caused by psychiatric issues. MID refers to a general deficit in intelligence, with corresponding impact upon motor skills, cognitive function, and social interaction among others.

3. Problems with communication or social skills can isolate a student from his peers and possibly even the teacher. Difficulty in cognitive skills can also make it more harder to learn.

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Students with SLD have trouble processing and comprehending information. They may struggle with grammar and word attack skills, as well as exhibit difficulty with math equations in areas such as which process to use (performing subtraction instead of addition).

Students with SLD differ from MID students because SLD students have average or above average intelligence. MID students have intellectual deficiencies.

MID students may struggle with social skills, auditory memory and recalling facts. They may also have problems with language and grasping basic concepts.

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1. SLD's can manifest in a variety of ways. They can be deficiencies that have to do with language processing. This can present itself as something such as misunderstanding directions, struggling in  one subject while performing well in all other subjects. It can sometimes be hard for teachers to notice due to the student performing similarly to their peers.
2. Students with SLD differ from students with MID in that they have deficencies with their oral and written abilities, while students with MID have difficulties actually understanding and processing information, and also may have trouble with non- academic tasks such as eating with utensils and expressing their ideas and opinions.
3. Students with MID may have torble verbalizing their thoughts, problems with their memory, and problems processing new information. They may also struggle with areas in their personal life such as social skills and hygiene and health.

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1. In the classroom SLD can be difficult , because it may prevent or alter some students' processes of the activities you may have appointed them to complete. Most likely task analysis will be heavily needed and must be frequently altered and modified so that the deficits in the student's basic psychological process does not trump their learning process.
2. MID students often time have lower intelligence scores ( Low IQs) and SLD do not suffer from impeding factors on their intelligence.
3. Cognitive learning would be one of the biggest challenges for MID students in the classroom due to all of the independence, communication skills, and memory skills. Often time teachers use repetitive methods which in MID students case they might actually benefit from. With the communication skills it will manifest everyday due to the student being in a classroom full of peers who might not understand MID students and their different adaptive behaviors.

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1) SLD can present in the classroom in varied ways, from seemingly innocuous like trouble holding a pen to drastic inability to comprehend or communicate ideas. Because the spectrum of SLD presentation is so broad educators use be attuned to its symptoms, so that we can respond promptly to make sure these students are receiving the services they need to achieve academic success.
2) Students with SLD differ from MID students in that SLD impairment is more specific to deficits of expression, whereas MID more generally affects students cognitive and developmental abilities. We might expect an SLD student to have trouble with reading, writing, or computation. An MID student might have these same struggles in addition to broad behavior and intellectual immaturity.
3) MID students' deficits in adaptive skills affect their basic abilities to function both independently and socially. This can manifest as difficulties performing simple learning-related tasks, failures in self-care tasks, and difficulty interacting with peers.

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Q1- in the classroom setting student with SLD can have a difficul time interrepting information in specific or various forms, such as written or verbally. They will also have a hard time with reading outloud, also may get frustrated because of this. they may also have problems recalling information such as info about tv shows, books. Also may not be able to remeber sequence of numbers, letters, or symbols.
Q2- students with SLD have a difficult time processing oral or written information, as well as some motor skill deficiets. MID is more of a mental disability as far as students can have a significanly lower IQ, and learning and developmental disabilties. Students with MID can also have a difficult time with living up to societal expectations of ones age, gender, culture, and environment.
Q3- Students with MID may have a  difficult time socializing with their peers, also may have a difficult time with basic math skills, such as counting money, managing time, and measuring.

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1. During the class, students with SLD can have difficulty some oral expression such as speaking. Difficulty on reading a book or article will show during the class. They also can show difficulty on memorizing something such as vocabulary.
2. Students with SLD are having difficulty interpreting symbols like languages and social situations. Students with MID are having difficulty on behavior and subaverage intellectual functioning.
3.Students with MID will show developmental delays so they will need an extra time than other students to complete a task. They also can have difficulty on memorizing something like students with the SLD. However, students with the MID are also having difficulty on socializing with other students.

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1. In the classroom, SLD can present itself as difficulty communicating ideas in writing with the correct language and formulation skills. This can be seen as difficulty with writing mechanics, messy and difficult to read hand writing, or difficulty writing sentences according to grammatical rules. SLD can also manifest itself as difficulties processing and understanding the meaning of written language. This can be seen in the classroom as difficulty remembering what they read or retelling stories in sequential order.
2. Students with SLD do not have lower intelligence scores. Students with MID must have lower intelligence scores to be diagnosed with MID.
3. Deficits in adaptive behavior may manifest as problems with communication like communicating personal information when they get lost. They may also have problems with social skills, so they may be socially isolated because of their age inappropriate behavior.

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1. SLD can be present in the classroom by the student have problems being able to comprehend the learning material. By not being able to listen, think, or speak it makes it harder for the student to grasp the material.
2. Students with SLD have difficulty with language
and social situations. Whereas, students with MID have more behavioral issues.
3. A student with MID may have delays with communication and memory which may cause more difficulties being able to learn the material and issues with cognitive learning.

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Week 6 Discussion                     -Denna Warrayat

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Week 6 Discussion                     -Denna Warrayat

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-SLD can be present in the classroom when students have difficulty interpreting symbols. When students are not able to comprehend information and apply that information in writing, reading, or speaking can be signs of students with SLD. Some other deficits are oral expression, listening comprehension, written expression, basic reading skills, etc. They may be able to present well in one area but may be struggling in other areas. For example, a student may be able to understand the language being spoken in the classroom, but cannot form their own thoughts into words.
-SLD is a disorder where psychological processes are involved. For example, as stated above, students will have trouble understanding and using language because of perceptual disabilities, brain injury, minimal brain dysfunction, etc. SLD does not include motor disabilities, or are caused because of emotional/environmental/cultural/economic disadvantages. MID are delays.They have subaverage intellectual functioning and it has to do with students meeting standards of personal independence for their age. For example, self-care, health and safety, etc.
-MID can be shown when you see delays in the student's cognitive learning, such as memory, communication, motivation, or adaptive behavior. A student can be seen having some delays and as the content gets more difficult, it can be shown even more then.