You have a 6-year-old bilingual second language learner on your caseload who has an IEP. He was diagnosed as speech/language impaired by a previous therapist, and has goals to work on: increasing vocabulary, speaking in complete sentences to communicate more effectively and improve various aspects of syntax. You have been working with this student for about 4 months, and you are not sure if he has a language disorder, but suspect it could possibly be a language difference. Using the information from your textbook, handouts, class notes and assigned readings, address the following: Describe at least three different types of dynamic assessment How could you use dynamic assessment to determine if it is a language disorder or language difference? Describe specific dynamic assessment procedures for each of the areas of weakness as indicated by the goals on his IEP. o For each task, describe how you would use the results to support a diagnosis of language disorder vs language difference. In other words, what specific behaviors would help you to determine the diagnosis? To receive full credit, you must reference information from your textbook, handouts and the following three supplemental readings from our course Canvas site. However, DO NOT copy information directly from the book or readings. Use your own words, but indicate the source of the information/idea. Kapantzoglou, M., Restrepo, A. & Thompson, M.S. (2013). Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children. Language, Speech and Hearing Services in the Schools. 34, 81-96. Gutierrez-Clellen, V.F. and Pena, E. (2001). Dynamic Assessment of diverse children: A Tutorial. Language, Speech and Hearing Services in the Schools. 32, 212-224 Laing, S.P. & Kamhi, A. (2003). Alternative Assessment of Language and Literacy in Culturally and Linguistically Diverse Populations. Language, Speech and Hearing Services in the Schools. 34, 44-55.