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Understanding Students with Communication

Disorders Ch. 6
IDEA No matter how severe the disability, all students have a right to an
education.
Communication Receiving, understand, and expressing information,
feelings and ideas.

This comes into play when answering questions, group works, etc.

Speech: The Expression of language

Intervention

Get Help: Professional Diagnosis write down observations.

Provide Intensive treatments
Assemble a team of supporters
Expect Great Results and Celebrate them
Face the challenges.

Communication Disorders A student with CD can encounter challenges with

social interactions, activities, acquisition of language and knowledge, and the
development of literacy skills. How they write words, how they present,
everything of this nature.
Speech Disorders difficulty producing sounds as well as disorders of voice
quality stutter.
Language Disorder Difficulty receiving, understanding, or formulating
speech.

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Language Disorders
Reception LD Difficulty receiving or understanding information
Expressive Difficulty formulating ideas and information.
Dialect A variation of the language that reflects regional, social, or
cultural/ethnic factors.

This is not a disorder!!

Development

Speech is the oral expression of language

5 components of language
o Phonology (Sound System)
o Morphology (sound system)
o Syntax (word order, sentence structure)
o Semantics (word and sentence meaning)
o Pragmatics (social use of language)

Speech and Language Disorders

Articulation
Substitutions
Omissions
Additions
Distortions

Apraxia of speech A motor speech disorder that affects the way in which a
students
Social Interaction Theories Social interaction theories emphasize that
communication skills are learned through social interactions.
Communication develops in order for the child to convey information about
the environment to others and is learned through social interactions with
others.
Childrens language development begins early.
Language Development
In the first month babies begin to respond to human voices

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By 3 smile, coo
1 year vary vocal pitch and intensity, experiment with rhythm
2 200-300 words
3 900-1000 words.

Voice Disorder

Pitch
Duration
Intensity
Resonance
Hypernasality

Multilingual students may need specialized help

Data Based Performance Modification
Curriculum based assessment enables you to develop strategies to help
students.
Classroom teacher collects data.
SLP then analyze the data and make decisions
Indirect - Help standards meet IEP goals with curriculum,
Direct Help
Assistive Technology
Commercially or hand-made equipment that can assist an individual to
perform specific communication functions. Hearing Aid, translator, etc
Alternative Communication System ACC

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The team should make the decision on using the ACC, ACCs should meet
specific needs.

Elementary and Middle

By placing students with the disorder with students without helps them
bridge many social gaps.

Students are either better at learning writing for reading to write or

reading to learn. Graphic organizers are also very effective.
Secondary and Transitional Schools

Gradual working towards the childs ability to communicate without the

ACC
Inclusion

Educators must ensure that all students, regardless of their specific

disability, have the tools to succeed.
Speech development has been proven to grow from social interactions.
Students with communication disorders should spend 80% to 100% of their
time in the general education classroom. Middle 20% is for assessment,
group projects, etc

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Curriculum based assessment

They are tested just the same as everyone else with same content, maybe
just a different form of assessment.
This works towards lowering the discrepancy between the students current
communication skill level and curriculum standards.
Making Accommodations for Assessments
Audible questions, extra time, word processor, etc
The format of the tests are designed to best compliment a students
understanding of content, not their ability to write a long response.