1. Chapter 14 Objectives Communication Disorders Chapter Objectives At the end of this chapter, you should be able to: Describe how students with communication disorders are supported in the general education curriculum. Understand cultural diversity in communication. Reflect on how communication disorders can be accommodated in the general curriculum. Describe the role of a speech language pathologist in evaluating students with communication disorders.

2. Understanding Individual Students Communication Disorders Who Is George Wedge? George is a 7-year-old boy with a communication disorder since birth due to a congenital brain malformation. As soon as he was born, he was enrolled in an early intervention program. He was in infant and toddlers programs and preschool programs up until his enrollment in his local kindergarten classroom. George has learned ASL and finger spelling, as well as using an assistive technology device for augmentative communication. A strong collaborative team has worked every step of the way to prepare for George’s next steps and assure he gets all the services he needs.

3. Defining Communication Disorders How Do You Recognize Students with 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 –Speech disorder refers to difficulty in producing sounds. –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.

4. 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 –Apraxia of speech: motor speech disorder affecting the planning of speech –Voice disorders: pitch, duration, intensity, resonance, and vocal quality –Fluency disorders: interruptions in the flow of speaking Stuttering How Do You Recognize Students with Communication Disorders?

5. 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: sound system –Morphology: word forms –Syntax: word order and sentence structure –Semantics: word and sentence meanings –Pragmatics: social use of language How Do You Recognize Students with Communication Disorders?

6. ? 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 Syntactical errors – problems involving word order, incorrect structure, misuse of negatives, or omitting structures Semantic disorders – problems using words singly or together in sentences Pragmatic disorders – problems in the social use of language How Do You Recognize Students with Communication Disorders? Describing the Characteristics

7. 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 –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 Prevalence –Of all students receiving special education services, about 19.2% receive speech and language services. How Do You Recognize Students with Communication Disorders?

8. Determining the Presence How Do You Evaluate Students with Communication Disorders? ? Speech assessment Voice evaluations Fluency assessments Three areas to be assessed relative to language interactions in the classroom: –The student’s ability to use language effectively by speaking and listening tasks –The teacher’s 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 student’s communication skills using ecological assessments.

9. ? How Do You Evaluate Students with Communication Disorders? Determining the Presence Figure 14-4

10. Including Students How Do You Assure Progress in the General Curriculum? Describe how students with communication disorders are supported in the general education curriculum. Figure 14-5

11. Planning Universally Designed Learning Reflect on how communication disorders can be accommodated in the general curriculum. Adapting Instruction –Ask varied types of questions –Expand student utterances –Augment or alter classroom language by providing statements that explain a student’s nonverbal behaviors –Allow students opportunity to practice public verbalizations –Keep in mind the need of some students for AAC systemsAAC systems Augmenting Instruction –Repetition of the curriculum –Visual supports –Direct instruction in social skills How Do You Assure Progress in the General Curriculum? http://depts.washington.edu/enables/myths/myths_aac_purpose.htm

12. Early Childhood What Can You Learn from Others Who Teach Students with Communication Disorders? Chapter Objectives What Can You Learn from Others Who Teach Students with Communication Disorders? The Early Childhood Years Jessamine Early Learning Village, KentuckyJessamine Early Learning Village In the center, some children have disabilities, some do not, and some are at risk of having them. Speech-language pathologists collaborate with teachers to plan the curriculum. They use sensory-based experiences with sounds. Collaboration and inclusion are the keys to the program. http://www.coe.wayne.edu/wholeschooling/WS/Video/WrtrWkshopTalk.html

13. Elementary Chapter Objectives The Elementary Years Quail Run Elementary, Lawrence, Kansas Speech-language pathologist collaborates with general education classroom teachers and resource teachers to develop strategies beneficial to students. They work as a collaborative team to review the curriculum map and review students’ progress. The speech-language pathologist regularly participates in classroom instruction. What Can You Learn from Others Who Teach Students with Communication Disorders?

14. Middle/Secondary Chapter Objectives The Middle and Secondary Years Collaborative Language Literacy Laboratory, Galvez Middle SchoolCollaborative Language Literacy Laboratory The laboratory replaces the traditional pull-out model of delivery of speech- language services. It integrates with the general education curriculum through centers. The lab serves students with communication disorders, students at risk, and students who are gifted and talented. What Can You Learn from Others Who Teach Students with Communication Disorders?

15. Transitional and Post Secondary Chapter Objectives The Transitional and Post-Secondary Years Work and community After completing their education, students with communication disorders do not typically require continued speech and/or language therapy. If the student has moderate mental retardation, he or she may require intervention on how to use communication skills to obtain or maintain a job or other life skills. What Can You Learn from Others Who Teach Students with Communication Disorders?

16. A Vision for George’s Future George’s parents would like to see him eventually attend college. They want him to be self-determined and follow his own dreams. Communication will continue to be a focus for his educational participation, and technology may grow in importance.