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Understanding Students with Communication Disorders – Ch. 6

IDEA – No matter how severe the disability, all students have a right to an education.

Communication – Receiving, understand, and expressing information, feelings and ideas.

This comes into play when answering questions, group works, etc.

Speech: The Expression of language

Intervention

Get Help: Professional Diagnosis – write down observations.

Provide Intensive treatments

Assemble a team of supporters

Expect Great Results and Celebrate them

Face the challenges.

Communication Disorders – A student with CD can encounter challenges with social

interactions, activities, acquisition of language and knowledge, and the development of literacy

skills. How they write words, how they present, everything of this nature.

Speech Disorders – difficulty producing sounds as well as disorders of voice quality – stutter.

Language Disorder – Difficulty receiving, understanding, or formulating speech.

Language Disorders

Reception LD – Difficulty receiving or understanding information

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Expressive – Difficulty formulating ideas and information.

Dialect – A variation of the language that reflects regional, social, or cultural/ethnic factors.

This is not a disorder!!

Development

Speech is the oral expression of language 5 components of language

o Phonology (Sound System)o Morphology (sound system)o Syntax (word order, sentence structure)o Semantics (word and sentence meaning)o Pragmatics (social use of language)

Speech and Language Disorders

Articulation Substitutions Omissions Additions Distortions

Apraxia of speech – A motor speech disorder that affects the way in which a students

Social Interaction Theories – Social interaction theories emphasize that communication skills are learned through social interactions.

Communication develops in order for the child to convey information about the environment to others and is learned through social interactions with others.

Children’s language development begins early.

Language Development

In the first month babies begin to respond to human voices

By 3 – smile, coo

1 year – vary vocal pitch and intensity, experiment with rhythm

2 – 200-300 words

3 – 900-1000 words.

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Voice Disorder

Pitch Duration Intensity Resonance Hypernasality

Multilingual students may need specialized help

Data Based Performance Modification

Curriculum based assessment enables you to develop strategies to help students.

Classroom teacher collects data.

SLP then analyze the data and make decisions

Indirect - Help standards meet IEP goals with curriculum,

Direct – Help

Assistive Technology

Commercially or hand-made equipment that can assist an individual to perform specific

communication functions. Hearing Aid, translator, etc…

Alternative Communication System – ACC

The “team” should make the decision on using the ACC, ACC’s should meet specific needs.

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Elementary and Middle

By placing students with the disorder with students without helps them bridge many social

gaps.

Students are either better at learning writing for reading to write or reading to learn.

Graphic organizers are also very effective.

Secondary and Transitional Schools

Gradual working towards the child’s ability to communicate without the ACC

Inclusion

Educators must ensure that all students, regardless of their specific disability, have the tools to

succeed.

Speech development has been proven to grow from social interactions.

Students with communication disorders should spend 80% to 100% of their time in the general

education classroom. Middle 20% is for assessment, group projects, etc…

Curriculum based assessment

They are tested just the same as everyone else with same content, maybe just a different form

of assessment.

This works towards lowering the discrepancy between the student’s current communication

skill level and curriculum standards.

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Making Accommodations for Assessments

Audible questions, extra time, word processor, etc…

The format of the tests are designed to best compliment a student’s understanding of content,

not their ability to write a long response.