CREATING A POSITIVE SUPPORTING

ENVIRONMENT FOR CHILDREN WITH SPEECH

LANGUAGE DISORDERS

HAMIDAH
NABELLAH
NAJLATUL
NAJIBAH
MASTURAH

INTRODUCTION

Children need good communication skills to be able

participate and
interact with people at home, school and society, engag
positively at
school, to have positive relationships with peers and develop
independence and self advocacy. Children with speec
language disorder can
be more withdrawn and have difficulties developing soci
relationships where they often remain
dependent into adulthood. Hence a positive supportin
environment for
children with speech language disorders must be create
particularly at

HOME ENVIRONMENT

 Parents can sing and provide children with music

learning new songs helps children learn new
words, uses memory skills, listening skills and
expression of ideas with words.
Parents can plan family trips and outings this
new experiences give them something interesting
to talk about before, during, and after the outing.
Dont criticize grammar mistakes instead, just
model good grammar.
Dont try to force children to speak
Listen to the children - Look at them when they
talk - Give time to respond
For stuttering children, parents can talk to the
child in a slow and relaxed way
Follow their lead, and let them be the center of

SCHOOL ENVIRONMENT

GET FAMILIAR WITH

STUDENTS
INDIVIDUALIZED
EDUCATION PROGRAM
(IEP)
If you are not part
of the students

IEP team, ask for a copy of his or her

IEP.
The students educational goals will
be listed there, as well as the
services and classroom
accommodations he or she is to
receive.

MAKE SURE THAT

NEEDED
ACCOMMODATIONS ARE
PROVIDED

Its important that these are provided

they will help the student learn and
demonstrate his or her learning.
Also find out if state or school district
has materials or resources available
to help educators address the learning
needs of the students.

MAKE ADJUSTMENTS IN
THE CLASSROOM
Seat the student in the front row.
That will help with questions and
instructions. (close observation)
Have a system of signals that lets
the student ask for help or indicate
confusion without causing undue
disruption.
Talk privately with the student and
get his or her input on whats helpful

DONT GO IT ALONE
CONSULT WITH OTHERS!
Work closely with the speech
pathologist and special educators in
school to get tips and strategies for
supporting the student, including
ways to adapt the curriculum

COLLABORATE WITH PARENTS

Work together with the students
parents to create and implement an
educational plan tailored to meet the
students needs.
Regularly exchange information with
parents about how the student is
doing at home and school.

BE PATIENT AND MINDFUL

OF ETIQUETTE
For example, let the student finish his
or her own sentences.
If you dont understand something the
student says, indicate what you did
understand.
Its also okay to ask questions in a
way that lest the student give a short
answer, or to substitute written work
for oral presentations.

SOCIETY

 Dont label them. Do not be afraid to ask him or

her to repeat a word or sentence.
Do not supply words or finish thoughts for him or
her immediately. (Give them time)
Do not assume someone with a speech disorder
lacks capacity to understand.
Do not urge a person who stutters to slow
down or start over. This tends to make the
stuttering worse.
Encourage an attitude of participation and

CONCLUSION
handling children with speech language disorder
with
honesty, sensitivity and competence will help
develop trusting effective relationships between
parents, teachers and society. The combined
efforts, knowledge, experiences and motivations
between these group of people help to provide
positive environment for children with speech
language disorder.