CDIS 402: Disability Portfolio

Cognitive
Disability
profile:

Have
difficulties
with memory
(difficulty
remembering
directions);
Read things
incorrectly

Impact
on oral
and
written
language
develop
ment:

They dont
have the
ability to
derive
phonology
directly from
print &
pronounce
words through
their meaning

Successes and Challenges to Language DevelopmentFall 2015

Communicatio
n
Linguistic
Difficulty with
word
recognition and
poor spelling
and decoding
disabilities,
difficulty with
remembering
simple
sentences,
counting to 20,
etc., Using a lot
of filler words;
many delays
throughout life
in expressive
and receptive
language
Its hard for
them to
respond to
things people
say when they
forget what was
just said; Say
things that they
read which are
often incorrect

Social/
Emotional

Physical

Often
frustrated,
withdrawn,
stressed,
anxious, selfdoubt, low selfesteem & feel
isolated

No outward
unique
physical
characteristics

Can think visually

(usually creative)

May not have

a lot of friends
and feel with
drawn.

strong physical
coordination,
generally very
musical

Difficulty with rhythm

and rhyme.

Factors within the student related to functioning

Sensory

CDIS 402: Disability Portfolio

Successes and Challenges to Language DevelopmentFall 2015

My big ideas from the readings:

Dyslexia and specific language impairment are similar in some aspects, but also very different in others.
For those with dyslexia, writing, spelling, reading, and phonological awareness are major deficits. Spoken
language generally isnt a deficit for children with dyslexia. Nonword repetitions and spoonerisms are
difficult for those with dyslexia as well as those with SLI. Dyslexia is not a form of SLI but both dyslexia and
SLI are, risk factors for reading difficulties.

My big ideas from the group presentation:

1 in 5 people; affects as many as 17% of school children in the U.S.
They dont just switch letters around but they can also omit them or turn them upside down. Dyslexia also
is associated with having a poor memory and saying things incorrectly because of the way they read them.
Reflection (What does this mean for my practice?):
When working with clients that have dyslexia, it is important to give them wait time in order for them to
comprehend and respond to what Im saying. Working on spelling, reading, writing, and phonological
awareness skills are going to be imperative.