Chapter 6Chapter 6

Understanding Students with Communication DisordersUnderstanding Students with Communication Disorders

Communication DisordersCommunication Disorders

Communication: Entails receiving, understanding, Communication: Entails receiving, understanding, and expressing information, feelings, and ideasand expressing information, feelings, and ideas

Speech disorder: Refers to difficulty in producing Speech disorder: Refers to difficulty in producing soundssounds

Language disorder: Refers to difficulty in Language disorder: Refers to difficulty in receiving, understanding, and formulating ideas receiving, understanding, and formulating ideas and informationand information

Two forms of language: Expressive and ReceptiveTwo forms of language: Expressive and Receptive

Cultural diversity (dialect)Cultural diversity (dialect) Difference does not always mean disorder.Difference does not always mean disorder. Dialects are various forms of language.Dialects are various forms of language.

TypicalTypical DevelopmentDevelopment

Speech: Oral expression of languageSpeech: Oral expression of language

Language: Structured, shared, rule-governed, symbolic system Language: Structured, shared, rule-governed, symbolic system for communicatingfor communicating

Phonology (phonemes): Sound system (sound unit)Phonology (phonemes): Sound system (sound unit)

Morphology (morphemes): Word forms (meaning unit)Morphology (morphemes): Word forms (meaning unit)

Syntax: Word order and sentence structureSyntax: Word order and sentence structure

Semantics: Word and sentence meaningsSemantics: Word and sentence meanings

Pragmatics: Use of communication contextsPragmatics: Use of communication contexts

Social interaction theories: Communication skills through social Social interaction theories: Communication skills through social interactionsinteractions

Speech DisordersSpeech Disorders

Articulation: Production of individual or sequenced Articulation: Production of individual or sequenced soundssounds Substitutions, Omissions, Additions, DistortionsSubstitutions, Omissions, Additions, Distortions

Apraxia of speech: Motor speech disorder affecting Apraxia of speech: Motor speech disorder affecting the planning of speechthe planning of speech

Voice disorders: Pitch, Duration, Intensity, Voice disorders: Pitch, Duration, Intensity, Resonance Resonance Hyponasality, Hypernasality Hyponasality, Hypernasality

Fluency disorders: Interruptions in the flow of Fluency disorders: Interruptions in the flow of speakingspeaking StutteringStuttering

Language ImpairmentsLanguage Impairments

Language disorders may be receptive, Language disorders may be receptive, expressive, or bothexpressive, or both

Language disorders may be related to Language disorders may be related to another disability or may be a specific another disability or may be a specific language impairmentlanguage impairment

Language ImpairmentsLanguage Impairments

Phonological disorders: Difficulty in Phonological disorders: Difficulty in discriminating differences in speech sounds discriminating differences in speech sounds or sound segmentsor sound segments

Morphological difficulties: Problem using the Morphological difficulties: Problem using the structure of words to get or give informationstructure of words to get or give information

Syntactical errors: Problems involving word Syntactical errors: Problems involving word order, incorrect structure, misuse of order, incorrect structure, misuse of negatives, or omitting structuresnegatives, or omitting structures

Semantic disorders: Problems using words Semantic disorders: Problems using words singly or together in sentencessingly or together in sentences

Pragmatic disorders: Problems in the social Pragmatic disorders: Problems in the social use of languageuse of language

Partnering for Special Partnering for Special Education and Related Education and Related

ServicesServices CollaborationCollaboration

Roles of speech-language pathologistsRoles of speech-language pathologists

Four types of activities that speech-language Four types of activities that speech-language pathologists engage in while working in pathologists engage in while working in schools: schools: Direct services to studentsDirect services to students Indirect services to implement students’ education Indirect services to implement students’ education

programsprograms Indirect services to support students in the general Indirect services to support students in the general

education curriculumeducation curriculum Activities as members of the community of educatorsActivities as members of the community of educators

Determining Supplementary Determining Supplementary Aids and ServicesAids and Services

Augmentative and Alternative communication Augmentative and Alternative communication (AAC) systems(AAC) systems AAC systems are components that supplement AAC systems are components that supplement

the communication abilities of individuals the communication abilities of individuals May include an AAC device, which is a physical May include an AAC device, which is a physical

object that transmits or receives messages object that transmits or receives messages Communication books, communication/language Communication books, communication/language

boards, communication charts, mechanical or boards, communication charts, mechanical or electronic voice output equipment, or computerselectronic voice output equipment, or computers

An AAC device has two components: a symbol An AAC device has two components: a symbol set and a means for selecting the symbols. set and a means for selecting the symbols.

Devices can range from low tech, such as line-Devices can range from low tech, such as line-drawn pictures in a notebook or wallet, to high drawn pictures in a notebook or wallet, to high tech (Ipad)tech (Ipad)

Universal Design for LearningUniversal Design for Learning

Vary the ways in which the teacher Vary the ways in which the teacher communicatescommunicatesUse audio and text formatsUse audio and text formatsVisual representations with Visual representations with

verbal informationverbal informationGraphics, graphic organizers, and Graphics, graphic organizers, and

controlled vocabularycontrolled vocabulary

Universal Design for Universal Design for Learning continued…Learning continued…

Vary the ways that students Vary the ways that students demonstrate their knowledgedemonstrate their knowledgeAsking a student to convert a Asking a student to convert a

written report to a PowerPointwritten report to a PowerPoint®® presentationpresentation

Supplementing a demonstration Supplementing a demonstration with visual supportswith visual supports

Using a taped oral reportUsing a taped oral reportPerforming a skit solo or with Performing a skit solo or with

othersothers

Early Childhood Early Childhood StudentsStudents

Facilitative Language Strategies Facilitative Language Strategies Focused contrastFocused contrastModelingModelingEvents castsEvents castsOpen questionsOpen questionsExpansionsExpansionsRecastsRecastsRedirects and prompted initiationsRedirects and prompted initiations

Elementary and Elementary and Middle School Middle School

StudentsStudents Graphic Organizer ModificationsGraphic Organizer Modifications

Support transitions to reading and writing Support transitions to reading and writing Use graphic organizers to develop literacy Use graphic organizers to develop literacy

skills skills Provide a visual representation in an organized Provide a visual representation in an organized

frameworkframework Can be hand-drawn or computer generatedCan be hand-drawn or computer generated

Accommodations for Accommodations for AssessmentAssessment

Accommodations:Accommodations: Additional time Additional time Access to a word processor/computer softwareAccess to a word processor/computer software

Present information in a manner that assists the Present information in a manner that assists the student’s comprehension student’s comprehension

If the student has difficulty expressing him- or herself, If the student has difficulty expressing him- or herself, he or she may benefit from a format that does not he or she may benefit from a format that does not require long verbal or written outputrequire long verbal or written output

Format should complement the student’s most Format should complement the student’s most common means of expressioncommon means of expression

ResourcesResources

Graphic organizersGraphic organizers

http://www.teachervision.fen.com/graphic-organizers/printable/6293

.html

Social storiesSocial stories

http://www.thegraycenter.org/social-stories/how-to-write-social-stories