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Teaching Students with Communication Disorders

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Title: Teaching Students with Communication Disorders


1
Teaching Students with Communication Disorders
  • Stephanie Bronson
  • Joyce Mustafa
  • Emily Stretcher
  • Linette Banks

2
Teaching Students with Communication Disorders
  • Communication is the process of exchanging
  • ideas, information, needs, and desires.
  • (Owens, 2005)
  • Communication disorders include difficulties
  • transferring knowledge, ideas, opinions, and
  • feelings. (Oyer, Crowe, Haas, 1987)

3
Speech Disorders
  • The major components of speech include
  • Articulation involves the production of speech
  • sounds.
  • Fluency is the flow and rhythm of language.
  • Voice is the quality of speech that includes
    resonance, pitch, and intensity.

4
Articulation Disorders
  • The most common speech disorder.
  • Ability to produce speech sounds continues to
    develop through 8 years of age.
  • There can be a 3 year difference between early
    learners and late learners.
  • Girls usually develop earlier than boys.
  • Children's speech should be 90 developed by the
    time they enter kindergarten.

5
Articulation Disorders continued....
  • Types of articulation errors
  • Substitutions - one sound is substituted for
    another. Examples wabbit for rabbit, tat for
    cat, free for three
  • Ommissions - when a sound is not included in a
    word. Example Boo for blue, pity for pretty
  • Additions
  • Distortions

6
Fluency Disorders
  • Difficulty with the rate and flow of speech.
  • Most of us are nonfluent at times. An example of
    this is when we hesitate in the middle of
    sentences, break the flow with fillers such as
    um, you know, like, and ah.
  • Stuttering is the most common fluency disorder.
    It is characterized by an interruption in the
    forward flow of speech. (Palmer Yantis, 1990)

7
Fluency Disorders continued....
  • 98 of cases begin before age 10 (Mahr Leith,
    1992)
  • Half of all children that stutter during the
    preschool years recover before the age of 7.
    (Curlee Yairi, 1997)

8
Voice Disorders
  • 3 Dimensions considered
  • Quality (hoarse, breathy, hypernasal/hyponasa
    l)
  • Pitch (high or low, monotone)
  • Intensity (loud or soft)
  • The most common type of voice disorder found in
    school age children is caused by vocal nodules.

9
Vocal Disorders
  • Vocal nodules develop from using the voice
    incorrectly or from overuse.
  • Nodules that are too large make the student lose
    their voice and require surgery.
  • Students need to be taught the importance of good
    oral hygiene that includes 1) keeping yelling at
    a minimum, 2) getting breath support from the
    stomach, 3) limiting time spent talking in noisy
    places, and 4) avoiding vigorous coughing
    (Lue,2001).

10
School-Age Language Disorders
  • Language is the representation of ideas using a
    conventional code.
  • Receptive language, or comprehension, is a
    person's ability to understand what is being
    communicated.
  • Expressive language, or production, is a person's
    ability to convey an intended message.

11
Language Content
  • Semantics is the meaning and content of words or
    word combinations.
  • Vocabulary is an individual's working knowledge
    of words. A student's ability to grasp abstract
    concepts increase with their vocabulary.
  • Word Categories and Word Relationships are
    understood and organized by students during
    school-age years.

12
Language Content continued....
  • Understanding the relationships among concepts
    are important to successful learning. Types of
    relationships include these categories
  • Comparative (taller than)
  • Spatial (above, under)
  • Temporal-sequential (before, first)
  • Causal (because, therefore)
  • Conditional (if....then)
  • Conjunctive (and)
  • Disjunctive (either.., or)

13
Language Content continued....
  • Contrastive (but, although)
  • Enabling (so that, in order that)
  • Multiple Meanings - students with communication
    disorders usually have more limited vocabularies,
    and their word meanings are more concrete, and
    have a harder time grasping multiple word
    meanings that include which meaning to apply.
  • Figurative Language - represents abstract
    concepts

14
Language Content continued....
  • Types of figurative language
  • Idioms (It's raining cat's and dog's.)
  • Metaphor (She watched him with an eagle eye.)
  • Similes (He ran like a frightened rabbit.)
  • Proverbs (The early bird catches the worm.)

15
Language Form
  • Language form is the structure of the language
    and includes
  • Phonology- focuses on the sounds of language and
    the rules that determine how those sounds fit
    together.
  • Phonemes are the smallest linguistic units of
    sound that can signal a meaning difference.

    Phonological awareness is the students'

16
Language Form continued.......
  • ability to understand that words contain
    sounds and that sounds can be used to construct
    words.
  • Morphology the rule system that governs the
    structure of words and word forms.
  • Morphemes are the smallest unit of language that
    convey meaning.
  • Syntax is the rules that govern the order of
    words in sentences.

17
Language Form continued......
  • Types of Morphemes
  • Free morphemes stand alone.
  • Examples cat, run, pretty, etc.
  • Bound morphemes cannot stand alone when added to
    words to change their meaning.
  • Syntax is the rules that govern the order
  • of words in sentences

18
Language Use/Pragmatics
  • Pragmatics is the purposes or functions of
    communication, how we use language in a social
    context.

19
Metalinguistics
  • Involves thinking about, analyzing, and
    reflecting on language as an object in much the
    same way one reflects on a table or a friend.

20
Prevalence of Communication Disorders
  • Approximately 10 of children in elementary
    school have communication disorders.
  • 20 of all children with disabilities receive
    services for speech or language disorders
  • Over 88 of these students are included in
    regular classrooms (US Dept. of Education, 2001)

21
Prevalence of Communication Disorders continued
  • Communication disorders occur three to four times
    more often in boys than girls.
  • Occurs more often in pre-schoolers

22
Identifying a Student with Possible Language
Disorders
  • Language Form
  • Does the student mispronounce sounds or words and
    omit endings more than the other students do?
  • Does the student comprehend and produce types of
    sentences similar to those of the other students?

23
Identifying a Student with Possible Language
Disorders continued
  • Are the students comprehension and production
  • Is the student's language as elaborate and
    descriptive as that of the other students?

24
Identifying a Student with Possible Language
Disorders
  • Language Content
  • Does the student comprehend and produce
    vocabulary as rich and varied as that of the
    other students?
  • Does the student comprehend others' ideas and
    express his or her ideas as effectively as other
    students in the classroom?

25
Identifying a Student with Possible Language
Disorders continued.
  • When talking, does the student have significantly
    difficulty finding the word he or she wants to
    use?

26
Identifying a Student with Possible Language
Disorders
  • Does the student comprehend and use figurative
    language and multiple meanings of words similar
    to that of other students in the classroom?
  • Language Use
  • Does the student use language for different
    purposes? including to gain attention?

27
Identifying a Student with Possible Language
Disorders continued
  • Ask for and tell about information
  • Express and respond to feelings?
  • Use imagination to understand and tell stories
    and jokes?
  • Express opinions and persuade?

28
Identifying a Student with Possible Language
Disorders
  • For greetings, introductions, and farewells?
  • Does the student take turns appropriately in
    conversations?
  • Does the student initiate conversations?
  • Does the student stay on topic during a
    conversation?
  • ,

29
Identifying a Student with Possible Language
Disorders continued
  • Does the student have more than one style of
    interacting, depending on the listener,
    situation, and topic?
  • Does the student recognize when the listener is
    not understanding and act to clarify
    communication for the listener?

30
Instructional Guidelines Accomodations
  • Facilitating Speech Development
  • Goal of classroom teacher
  • Provide student the opportunity to communicate in
    the most natural and supportive way possible
  • How could we do that?

31
Instructional Guidelines Accomodations
  • Students with disabilities that cannot
    communicate effectively through speech may rely
    on
  • Augmentative and Alternative Communication
    Systems (AAC)

32
Augmentative and Alternative Communication
Systems
Can you think of any other examples? Have you
ever seen any of these in action?
33
Facilitating Language Development
  • Teaching Language in Purposive Contexts
  • Try to create as real a situation as possible by
    using simulations and role-plays to create
    authentic learning experiences.

34
Teaching Comprehension and Production
  • Comprehension- Understanding
  • Production- ablity to express
  • Form- Structure
  • Content- Vocabulary
  • Use- Way of using the words

35
Teaching Comprehension and Production
  • When teaching new vocabulary, provide the
    students opportunities to
  • Listen AND
  • Discuss knowledge of the vocabulary AND
  • Use new the new words in discussions AND writing
  • Pause Procedure teacher pauses in logical spots
    and discusses what the students have learned

36
Presenting New Concepts
  • Use the most effective teaching practices
    possible.
  • Can anyone think of any effective teaching
    practices? What about for ELL students?

37
Demonstrating Connections between Concepts
  • Build relationships with what the students
    already know
  • Its like., Its like that but different
    because.
  • More advanced students can compare
  • Addition vs. Subtraction, WWI vs. WWII,
  • Should help students see the relationship between
    concepts and understand semantic relationships.

38
Using Conversation
  • Create discussion groups instead if questions and
    answer sessions
  • When might we do that?
  • Engage in conversation
  • Let student lead the conversation
  • See Tips for Teachers 4.5 pg 113

39
Using Wait Time
  • Students have trouble with
  • Wait time- time provided to allow students to
    understand what has been said and to construct a
    response.
  • Word retrieval- finding words from memory

40
Using Wait Time
  • Ways to help during classroom discussion
  • Increase your wait time
  • Use multiple- choice formats
  • Providing a cue or gesture for a word
  • Turn questions into yes-or-no questions

41
Adjusting the Pace
  • Adjust pace so students have time to process
    language input
  • Reduce the amount of information in each segment
  • Check for understanding

42
Using Self-Talk and Parallel Talk
  • Self-talk- teacher describes what they are doing
    or thinking
  • Parallel talk- teacher describes what the
    students are doing or thinking
  • Example of what the teacher says
  • Sally is drawing a purple unicorn on her paper.
    She made it have a happy face. I wonder why? I
    will ask.

43
Using Modeling
  • Modeling- following examples illustrated by
    others
  • What do students have trouble communicating to
    their peers about?
  • What are some ways we could model conversations
    to our students?

44
Promoting Language through Expansion and
Elaboration
  • Expansion- used to facilitate the development of
    more complex language form and content
  • In other words Teacher repeats what students
    says in a more complex way express more feeling
    or information
  • Do not act like you are correcting the student
    and only hit one element at a time.
  • .

45
Promoting Language through Expansion and
Elaboration
  • Elaboration- teacher extension of language that
    builds on the content of the students language
    and provides additional information on the topic
  • In this example, the teacher explains that snakes
    have rough skin
  • Yes, snakes do have smooth skin on their bellies
    like lizards. Are there other desert animals like
    that?

46
Using Language as an Intrinsic Motivator
  • Instead of saying how good a students language
    was and disrupting the flow of communication,
    compliment the student by letting them know how
    useful the information was to the task.
  • The teacher asks how to add four-fifths and
    one-third. The student answers. The teacher says,
    Now we know how that works. Lets all try the
    problems.

47
Spotlighting on Cultural and Linguistic Diversity
  • It is important for ELL students to write so they
    can
  • Build vocabulary
  • Subject-verb agreements
  • Grammar in general
  • .

48
Spotlighting on Cultural and Linguistic Diversity
  • It is important to know what they student knows
    about language and to expect that the development
    of writing will reflect the writing
  • Examples on assessing ELL students writing page
    116

49
Working with Parents to Extend Language Concepts
  • Children are more likely to learn new vocabulary
    and language structures when they are active and
    practice new concepts in a variety of settings.
  • Page 116n has many concepts that could be used
    for both younger students and older students

50
THE END!!!!!
  • Thank you for your attention.
  • We are really appreciative of your active
    listening.

51
Sources
  • Picture one http//www.briserv.com/zygo/products.
    cfm?product31category3subcategory33subsubcat
    egory77moreyes
  • Two http//www.als-mda.org/publications/everydayl
    ifeals/ch6/
  • Three http//ucpsdtechcenter.org/Augmentative20a
    nd20Alternative20Communication.html
  • Four http//www.buyusa.gov/canada/en/usfirmsparti
    cipatingaltes.html
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