Communication Disorders

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Communication Disorders
Chapter 14

• Chapter 14
• Communication Disorders
• Exceptional Lives Special Education in Todays
  Schools (4th ed.)

Chapter 14
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How Do You Recognize Students with Communication
Disorders?
How Do You Recognize Students with Communication
Disorders?
Defining 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.

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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

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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

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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)

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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

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How Do You Evaluate Students with Communication
Disorders?
How Do You Evaluate Students with Communication
Disorders?
Determining the Presence

• 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 students ability to use language effectively
  by speaking and listening tasks
• The teachers 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 students communication skills using
  ecological assessments.

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Figure 14-4
How Do You Evaluate Students with Communication
Disorders?
Determining the Presence
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Figure 14-5
How Do You Assure Progress in the General
Curriculum?
Including Students
Describe how students with communication
disorders are supported in the general education
curriculum.
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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 students 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.
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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/electrica
  l 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