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    This document discusses the cognitive, communication, social/emotional, and physical impacts of mental retardation on language development. Those with mental retardation tend to have stronger receptive language skills than expressive language skills. They experience delayed phonological development and persistent speech errors. Physically, they may have cardiovascular issues, distinctive facial features, smaller oral cavities making articulation difficult, and sometimes hearing loss, all of which can impact oral language development. Socially, they can experience confusion and difficulties requesting but are capable of socializing and emotion like any other child with adjustments.

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    This document discusses the cognitive, communication, social/emotional, and physical impacts of mental retardation on language development. Those with mental retardation tend to have stronger receptive language skills than expressive language skills. They experience delayed phonological development and persistent speech errors. Physically, they may have cardiovascular issues, distinctive facial features, smaller oral cavities making articulation difficult, and sometimes hearing loss, all of which can impact oral language development. Socially, they can experience confusion and difficulties requesting but are capable of socializing and emotion like any other child with adjustments.

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    13 views2 pages

    Downsyndromereflection

    Uploaded by

    api-302192077
    This document discusses the cognitive, communication, social/emotional, and physical impacts of mental retardation on language development. Those with mental retardation tend to have stronger receptive language skills than expressive language skills. They experience delayed phonological development and persistent speech errors. Physically, they may have cardiovascular issues, distinctive facial features, smaller oral cavities making articulation difficult, and sometimes hearing loss, all of which can impact oral language development. Socially, they can experience confusion and difficulties requesting but are capable of socializing and emotion like any other child with adjustments.

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    © All Rights Reserved
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    of 2

    CDIS 402: Disability Portfolio

    Cognitive
    Disability
    profile:

    Mental
    Retardation;
    have a harder
    time with
    expressive
    language
    more than
    receptive
    language.

    Impact
    on oral
    and
    written
    language
    develop
    ment:

    Tend to
    understand
    more than
    what they can
    produce
    (receptive
    language is
    easier than
    expressive).

    Successes and Challenges to Language DevelopmentFall 2015

    Communicatio
    n
    Linguistic
    Delayed
    language
    delay in
    phonological
    system
    (anywhere from
    7-9 months);
    errors are
    persistent.

    Behind in
    developing
    language.

    Social/
    Emotional

    Physical

    They are just


    like any other
    child; they are
    able to
    socialize, love,
    and be happy.

    Cardiovascular
    problems;
    small head,
    short next,
    protruding
    tongue,
    upward
    slanting eyes,
    unusually
    shaped/small
    ears,
    shortened
    height. Often
    have a mild to
    moderate
    hearing loss.
    My have
    absent or
    deficient bone
    growth, absent
    or extra
    muscles in the
    face, and a
    smaller oral
    cavity.
    Smaller oral
    cavities makes
    it difficult for
    them to
    articulate
    causing their
    speech
    intelligibility to
    be impaired.

    Can often
    cause
    confusion and
    expressive and
    receptive
    language. This
    can impact
    relationships.
    Have a
    difficulty
    requesting.

    Sensory
    Hearing loss;
    difficulties with sight

    Hearing difficulties can


    impact oral and written
    language due to not
    hearing everything.

    CDIS 402: Disability Portfolio

    Successes and Challenges to Language DevelopmentFall 2015

    Factors within the student related to functioning


    My big ideas from the readings:
    It is extremely important to consider the prelinguistic stage for those with Down syndrome, especially
    when it comes to their ability to hear. Receiving speech services as soon as a diagnosis is made can be
    crucial for children with down syndrome to communicate effectively. Communication is one of the biggest
    deficits for individual with Down syndrome so it must be addressed and treated effectively.

    My big ideas from the group presentation:


    Most Common chromosomal disorder
    Extra 21st chromosome
    Not a genetic disorder that can be passed down (in genes, but cant be passed down)
    Overall, children with Down Syndrome are just like everyone else. They may need adjustments due to delays but they are able to learn
    and interact.
    Reflection (What does this mean for my practice?):
    I need to take into account what adjustments I need to make when working with a child who has Down
    Syndrome. I will need to be more patient and take into account that they ay have some delays; but it will
    work.

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