1. Teaching Students with Communication Disorders ● Stephanie Bronson ● Joyce Mustafa ● Emily Stretcher ● Linette Banks

2. Teaching Students with Communication Disorders Communication is the process of exchanging ideas, information, needs, and desires. (Owens, 2005) Communication disorders include difficulties transferring knowledge, ideas, opinions, and feelings. (Oyer, Crowe, & Haas, 1987)

3. Speech Disorders The major components of speech include: ● Articulation involves the production of speech sounds. ● Fluency is the flow and rhythm of language. ● Voice is the quality of speech that includes resonance, pitch, and intensity.

4. Articulation Disorders… ● The most common speech disorder. ● Ability to produce speech sounds continues to develop through 8 years of age. ● There can be a 3 year difference between early learners and late learners. ● Girls usually develop earlier than boys. ● Children's speech should be 90% developed by the time they enter kindergarten.

5. Articulation Disorders continued.... Types of articulation errors : ● Substitutions - one sound is substituted for another. Examples: wabbit for rabbit, tat for cat, free for three ● Ommissions - when a sound is not included in a word. Example: Boo for blue, pity for pretty ● Additions ● Distortions

6. Fluency Disorders ● Difficulty with the rate and flow of speech. ● Most of us are nonfluent at times. An example of this is when we hesitate in the middle of sentences, break the flow with fillers such as um, you know, like, and ah. ● Stuttering is the most common fluency disorder. It is characterized by an interruption in the forward flow of speech. (Palmer & Yantis, 1990)

7. Fluency Disorders continued.... ● 98% of cases begin before age 10 (Mahr &Leith, 1992) ● Half of all children that stutter during the preschool years recover before the age of 7. (Curlee & Yairi, 1997)

8. Voice Disorders ● 3 Dimensions considered: ● Quality (hoarse, breathy, hypernasal/hyponasal) ● Pitch (high or low, monotone) ● Intensity (loud or soft) The most common type of voice disorder found in school age children is caused by vocal nodules.

9. Vocal Disorders ● Vocal nodules develop from using the voice incorrectly or from overuse. ● Nodules that are too large make the student lose their voice and require surgery. ● Students need to be taught the importance of good oral hygiene that includes: 1) keeping yelling at a minimum, 2) getting breath support from the stomach, 3) limiting time spent talking in noisy places, and 4) avoiding vigorous coughing (Lue,2001).

10. School-Age Language Disorders ● Language is the representation of ideas using a conventional code. ● Receptive language, or comprehension, is a person's ability to understand what is being communicated. ● Expressive language, or production, is a person's ability to convey an intended message.

11. Language Content ● Semantics is the meaning and content of words or word combinations. ● Vocabulary is an individual's working knowledge of words. A student's ability to grasp abstract concepts increase with their vocabulary. ● Word Categories and Word Relationships are understood and organized by students during school-age years.

12. Language Content continued.... Understanding the relationships among concepts are important to successful learning. Types of relationships include these categories: ● Comparative (taller than) ● Spatial (above, under) ● Temporal-sequential (before, first) ● Causal (because, therefore) ● Conditional (if....then) ● Conjunctive (and) ● Disjunctive (either.., or)

13. Language Content continued.... ● Contrastive (but, although) ● Enabling (so that, in order that) Multiple Meanings - students with communication disorders usually have more limited vocabularies, and their word meanings are more concrete, and have a harder time grasping multiple word meanings that include which meaning to apply. Figurative Language - represents abstract concepts

14. Language Content continued.... Types of figurative language: ● Idioms (“It's raining cat's and dog's.”) ● Metaphor (“She watched him with an eagle eye.”) ● Similes (“He ran like a frightened rabbit.”) ● Proverbs (“The early bird catches the worm.”)

15. Language Form ● Language form is the structure of the language and includes: ● Phonology- focuses on the sounds of language and the rules that determine how those sounds fit together. ● Phonemes are the smallest linguistic units of sound that can signal a meaning difference. Phonological awareness is the students'

16. Language Form continued....... ability to understand that words contain sounds and that sounds can be used to construct words. ● Morphology – the rule system that governs the structure of words and word forms. ● Morphemes are the smallest unit of language that convey meaning. Syntax is the rules that govern the order of words in sentences.

17. Language Form continued...... Types of Morphemes: ● Free morphemes stand alone. Examples: cat, run, pretty, etc. ● Bound morphemes cannot stand alone when added to words to change their meaning. ● Syntax is the rules that govern the order of words in sentences

18. Language Use/Pragmatics ● Pragmatics is the purposes or functions of communication, how we use language in a social context.

19. Metalinguistics ● Involves thinking about, analyzing, and reflecting on language as an object in much the same way one reflects on a table or a friend.

20. Prevalence of Communication Disorders ● Approximately 10% of children in elementary school have communication disorders. ● 20% of all children with disabilities receive services for speech or language disorders ● Over 88% of these students are included in regular classrooms (US Dept. of Education, 2001)

21. Prevalence of Communication Disorders continued… ● Communication disorders occur three to four times more often in boys than girls. ● Occurs more often in pre-schoolers

22. Identifying a Student with Possible Language Disorders Language Form: ● Does the student mispronounce sounds or words and omit endings more than the other students do? ● Does the student comprehend and produce types of sentences similar to those of the other students?

23. Identifying a Student with Possible Language Disorders continued… ● Are the students comprehension and production ● Is the student's language as elaborate and descriptive as that of the other students?

24. Identifying a Student with Possible Language Disorders Language Content: ● Does the student comprehend and produce vocabulary as rich and varied as that of the other students? ● Does the student comprehend others' ideas and express his or her ideas as effectively as other students in the classroom?

25. Identifying a Student with Possible Language Disorders continued…. ● When talking, does the student have significantly difficulty finding the word he or she wants to use?

26. Identifying a Student with Possible Language Disorders ● Does the student comprehend and use figurative language and multiple meanings of words similar to that of other students in the classroom? Language Use: ● Does the student use language for different purposes? including to gain attention?

27. Identifying a Student with Possible Language Disorders continued… ● Ask for and tell about information ● Express and respond to feelings? ● Use imagination to understand and tell stories and jokes? ● Express opinions and persuade?

28. Identifying a Student with Possible Language Disorders ● For greetings, introductions, and farewells? ● Does the student take turns appropriately in conversations? ● Does the student initiate conversations? ● Does the student stay on topic during a conversation?,

29. Identifying a Student with Possible Language Disorders continued… ● Does the student have more than one style of interacting, depending on the listener, situation, and topic? ● Does the student recognize when the listener is not understanding and act to clarify communication for the listener?

30. Instructional Guidelines & Accomodations Facilitating Speech Development Goal of classroom teacher: Provide student the opportunity to communicate in the most natural and supportive way possible How could we do that?

31. Instructional Guidelines & Accomodations Students with disabilities that cannot communicate effectively through speech may rely on Augmentative and Alternative Communication Systems (AAC)

32. Augmentative and Alternative Communication Systems Can you think of any other examples? Have you ever seen any of these in action?

33. Facilitating Language Development Teaching Language in Purposive Contexts Try to create as real a situation as possible by using simulations and role-plays to create authentic learning experiences.

34. Teaching Comprehension and Production Comprehension- Understanding Production- ablity to express Form- Structure Content- Vocabulary Use- Way of using the words

35. Teaching Comprehension and Production When teaching new vocabulary, provide the students opportunities to: Listen AND Discuss knowledge of the vocabulary AND Use new the new words in discussions AND writing Pause Procedure: teacher pauses in logical spots and discusses what the students have learned

36. Presenting New Concepts Use the most effective teaching practices possible. Can anyone think of any effective teaching practices? What about for ELL students?

37. Demonstrating Connections between Concepts Build relationships with what the students already know “It’s like….”, “It’s like that but different because….” More advanced students can compare: Addition vs. Subtraction, WWI vs. WWII, Should help students see the relationship between concepts and understand semantic relationships.

38. Using Conversation Create discussion groups instead if questions and answer sessions When might we do that? Engage in conversation Let student lead the conversation See Tips for Teachers 4.5 pg 113

39. Using Wait Time Students have trouble with: Wait time- time provided to allow students to understand what has been said and to construct a response. Word retrieval- finding words from memory

40. Using Wait Time Ways to help during classroom discussion: Increase your wait time Use multiple- choice formats Providing a cue or gesture for a word Turn questions into yes-or-no questions

41. Adjusting the Pace Adjust pace so students have time to process language input Reduce the amount of information in each segment Check for understanding

42. Using Self-Talk and Parallel Talk Self-talk- teacher describes what they are doing or thinking Parallel talk- teacher describes what the students are doing or thinking Example of what the teacher says: “Sally is drawing a purple unicorn on her paper. She made it have a happy face. I wonder why? I will ask.”

43. Using Modeling Modeling- following examples illustrated by others What do students have trouble communicating to their peers about? What are some ways we could model conversations to our students?

44. Promoting Language through Expansion and Elaboration Expansion- used to facilitate the development of more complex language form and content In other words: Teacher repeats what students says in a more complex way express more feeling or information Do not act like you are correcting the student and only hit one element at a time..

45. Promoting Language through Expansion and Elaboration Elaboration- teacher extension of language that builds on the content of the student’s language and provides additional information on the topic In this example, the teacher explains that snakes have rough skin Yes, snakes do have smooth skin on their bellies like lizards. Are there other desert animals like that?

46. Using Language as an Intrinsic Motivator Instead of saying how “good” a students language was and disrupting the flow of communication, compliment the student by letting them know how useful the information was to the task. The teacher asks how to add four-fifths and one-third. The student answers. The teacher says, “Now we know how that works. Let’s all try the problems.”

47. Spotlighting on Cultural and Linguistic Diversity It is important for ELL students to write so they can: Build vocabulary Subject-verb agreements Grammar in general.

48. Spotlighting on Cultural and Linguistic Diversity It is important to know what they student knows about language and to expect that the development of writing will reflect the writing Examples on assessing ELL students writing page 116

49. Working with Parents to Extend Language Concepts Children are more likely to learn new vocabulary and language structures when they are active and practice new concepts in a variety of settings. Page 116n has many concepts that could be used for both younger students and older students

50. THE END!!!!! Thank you for your attention. We are really appreciative of your active listening.

51. Sources Picture one: http://www.briserv.com/zygo/products.cfm?product=31&category=3&subcategory=33&s ubsubcategory=77&more=yes http://www.briserv.com/zygo/products.cfm?product=31&category=3&subcategory=33&s ubsubcategory=77&more=yes Two: http://www.als-mda.org/publications/everydaylifeals/ch6/http://www.als-mda.org/publications/everydaylifeals/ch6/ Three: http://ucpsdtechcenter.org/Augmentative%20and%20Alternative%20Communication.html http://ucpsdtechcenter.org/Augmentative%20and%20Alternative%20Communication.html Four: http://www.buyusa.gov/canada/en/usfirmsparticipatingaltes.htmlhttp://www.buyusa.gov/canada/en/usfirmsparticipatingaltes.html