Understanding the Conjured Neurobiology of Specific Language Impairment ELL Student Disability Creation
Specific Language Impairment, known as SLI, is a newly created, non validated, fabricated language disorder created to be placed on limited English proficient students so school districts can increase their special education funding. There is no clear cut evidence on who created this disorder. There are several articles written using plausible deniability, meaning no one takes responsibility for the SLI fictitious disorder creation.
It is a non validated fictitious disorder that classifies ELL students as disabled based on their inability to speak English proficiently. Below you will find some of the laughable and conjured SLI neurobiology research excerpts used to classify ELL students and their families as disabled. Please see: http://www.medscape.com/viewarticle/492981_13
One ghost written article states that:
“Affected individuals within the family were unable to learn the rules of grammar that allow the generation of inflections (eg, the past tense inflection ed, as in walked) and so learned inflected forms of words as new words.[78]They further theorized that a single gene controlled the ability to generate the inflected forms of these words. Subsequent research on members of this family found a broader phenotype among affected individuals with intellectual, linguistic, and motor impairments.[67,73,74] Moreover, affected family members were found to over regularize irregular verbs, suggesting that they did have awareness of grammatical rules but sometimes applied them inappropriately.
More recently, a number of authors have suggested that the fundamental deficit in specific language impairment is a limitation in the brain's capacity to rapidly process information.[10,12,79,80]Evidence for processing limitation is seen in studies showing that children with specific language impairment have longer response times associated with performing linguistic and nonlinguistic tasks.[54,55,79,80]
More complex grammatical structures may take longer to process than simpler structures. With increasing sentence complexity, structures that place greater demands on processing resources (such as grammatical inflections) may be omitted. Other factors that increase processing demands, such as phonologic complexity and even prosodic difficulty, can also impair comprehension and speech production in children with specific language impairment.[12] Limitations in the amount of information that can be stored in verbal working memory may further constrain language processing.”
The below link is to another conjured and preposterous SLI explanation. In fact this video exploits ELL students to advance SLI propaganda. Please see: http://www.youtube.com/watch?v=6sbbAVVYYV0
Finally, the SLI fictitious English as a second language student disorder is based on second language learning discrepancies identified in the authentic NYS Core Curriculum for Teaching English as a Second Language in the Secondary Schools.
The second language learning acquisition process was studied and the natural discrepancies any second language learner would encounter were turned into this Specific Language Disorder fictitious disability. This type of money laundering disease/disability creation is consistent with many doctors research on disease mongering. Please see: http://www.naturalnews.com/disease-mongering-engine.asp?generate=roll-me-a-new-disease.
It is time research profiteers stop controlling and covertly destroying urban public schools and get supervised by the US Department of Justice and other supervising entities accordingly. There is no lawful reason for this type of conjured research based criminal fraud to be controlling public schools and destroying the lives of targeted students.
References:
Criminal Fraud: Neurobiology of Specific Language Impairment: Theoretic Accounts of Specific Language Impairment
OR
Criminal Fraud: Specific Language Impairment
http://en.wikipedia.org/wiki/Specific_language_impairment
Disease Mongering: Take these steps to get filthy rich:
and
ELL Student Exploitation to Propagandize SLI
NYS Core Curriculum for Teaching English as a Second Language in the Secondary Schools. http://esltoeflreview.blogspot.com/2010/09/new-york-state-core-curriculum-guide.html
Step by Step Criminal Creation of Limited English Proficient Disability Students
Unraveling the unethical creation of Limited English Proficient disability students
NYC Public Schools ELL and Disability Unethical Student Alignment
Save the Children from Premeditated Disabling and Deadly Vaccines
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