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Chapter 14

Communication Disorders. Chapter 14 . Chapter 14 Communication Disorders Exceptional Lives: Special Education in Today’s Schools (4 th ed.). Chapter 14. How Do You Recognize Students with Communication Disorders?. Defining Communication Disorders.

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Chapter 14

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  1. Communication Disorders Chapter 14 Chapter 14 Communication Disorders Exceptional Lives: Special Education in Today’s Schools (4th ed.) Chapter 14

  2. How Do You Recognize Students with Communication Disorders? Defining Communication Disorders How Do You Recognize Students with Communication Disorders? • Communication entails receiving, understanding, and expressing information, feelings, and ideas. • Communication and language include both the content and the medium used. • Speech and language disorders (often associated with other disorders) • Speech disorder refers to difficulty in producing sounds (cleft palate). • Language disorder refers to difficulty in receiving, understanding, and formulating ideas and information. • Cultural diversity • Difference does not always mean disorder. • Dialects are various forms of language. ?

  3. How Do You Recognize Students with Communication Disorders? Describing the Characteristics • Typical speech development • Follows a typical and predictable pattern and time table • By the age of 8, children can produce nearly all the consonants and vowels that make up the native language. • There is variation among children in the time of acquisition. • Speech disorders • Articulation: production of individual or sequenced sounds • Substitutions, omissions, additions, and distortions • If these problems interfere with peer interactions or educational performance: REFER • Apraxia of speech: motor speech disorder affecting the planning of speech • Difficulty with the voluntary, purposeful movement of speech (stroke, tumor, head injury, developmental) • Can produce individual sounds but cannot produce them in longer words or sentences • Voice disorders: pitch, duration, intensity, resonance, and vocal quality • Fluency disorders: interruptions in the flow of speaking • Stuttering: frequent repetition and/or prolongation of words or sounds ?

  4. How Do You Recognize Students with Communication Disorders? Describing the Characteristics • Typical language development • Language development is complex • Depends on biological preparation, successful nurturance, sensorimotor experiences, and linguistic experiences • Five components of language • Phonology: the use of sounds to make meaningful syllables and words • Phonemes: individual speech sounds • Morphology: the structure of words • Morphemes: the smallest meaningful unit of speech (e.g., s) • Syntax: the rules for putting together a series of words to form sentences • Semantics: word and sentence meanings for what is spoken • Pragmatics: social use of language ?

  5. How Do You Recognize Students with Communication Disorders? Describing the Characteristics • Characteristics of language impairments • Language disorders may be receptive, expressive, or both. • Language disorders may be related to another disability or may be a specific language impairment. • Phonological disorders – difficulty in discriminating differences in speech sounds or sound segments • Morphological difficulties – problem using the structure of words to get or give information (e.g., proper tenses) • Syntactical errors – problem with the correct word order in sentences that meaning is lost for listeners • Semantic disorders – problems using words singly or together in sentences • Pragmatic disorders – problems in the social use of language (e.g., eye contact, body language, organization) ?

  6. How Do You Recognize Students with Communication Disorders? Identifying the Causes and Prevalence • Two types of speech and language disorders • Organic: caused by an identifiable problem in the neuromuscular mechanism of the person (hereditary malformations, prenatal injuries, toxic disturbances, tumors, traumas, seizures, infectious diseases, muscular diseases) • Functional: those with no identifiable origin • Speech and language disorders can also be classified according to when the disorder began. • Congenital: present at birth • Acquired: occurs well after birth ?

  7. How Do You Evaluate Students with Communication Disorders? Determining the Presence How Do You Evaluate Students with Communication Disorders? • Speech assessment: speech pathologist uses a standardized articulation test to measure articulation, voice, and fluency problems. • Voice evaluations: includes both quantitative and qualitative measures (interviews and case history) • Fluency assessments: evaluated through a conversation with the student and interview with parents • Three areas to be assessed relative to language interactions in the classroom: • The student’s ability to use language effectively by speaking and listening tasks • The teacher’s language • The language requirements of the lessons and textbooks • Assessments for students who are bilingual or multilingual • Evaluation teams need to take a holistic view of the student’s communication skills using ecological assessments. ?

  8. How Do You Evaluate Students with Communication Disorders? Determining the Presence Figure 14-4 ?

  9. How Do You Assure Progress in the General Curriculum? Including Students Figure 14-5 Describe how students with communication disorders are supported in the general education curriculum.

  10. How Do You Assure Progress in the General Curriculum? Planning Universally Designed Learning • Adapting Instruction • Ask varied types of questions to encourage students’ self-expression • Expand student utterances by using modeling more elaborate language • Augment or alter classroom language by providing statements that explain a student’s nonverbal behaviors • Allow students opportunity to practice public verbalizations • Keep in mind the need of some students for AAC systems • Figure 14-6 (page 417) • Augmenting Instruction • Repetition of the curriculum • Visual supports: graphic organizers, photographs, gestures, sign language • Direct instruction in social skills Reflect on how communication disorders can be accommodated in the general curriculum.

  11. Augmentative and Alternative Communication (AAC) • ACC systems are an integrated group of components that supplement the communication abilities of individuals who cannot meet their communication needs through gestures, speaking, and/or writing. • An AAC device is a physical object that transmits or receives messages. • Types of AAC: communication books, communication boards, communication charts, mechanical/electrical voice output, computers, etc. • Using the AAC devices: • Using eyes to look at the symbol • Touching the symbols with fingers • Using a laser beam attached to the head • Scanning • Encoding

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