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    Learners With Difficulty Communicating

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    Vhong Valleser
    The document discusses learners who have difficulties with communication, either expressing themselves verbally or understanding others. It describes different types of speech and language impairments including articulation disorders, phonological disorders, fluency disorders, and both expressive and receptive language disorders. The document also provides strategies for teachers to support learners with communication difficulties in the classroom, such as simplifying instructions, using visual aids, explicit vocabulary instruction, and peer-mediated learning.

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    Learners With Difficulty Communicating

    Uploaded by

    Vhong Valleser
    173 views15 pages
    The document discusses learners who have difficulties with communication, either expressing themselves verbally or understanding others. It describes different types of speech and language impairments including articulation disorders, phonological disorders, fluency disorders, and both expressive and receptive language disorders. The document also provides strategies for teachers to support learners with communication difficulties in the classroom, such as simplifying instructions, using visual aids, explicit vocabulary instruction, and peer-mediated learning.

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    The document discusses learners who have difficulties with communication, either expressing themselves verbally or understanding others. It describes different types of speech and language impairments including articulation disorders, phonological disorders, fluency disorders, and both expressive and receptive language disorders. The document also provides strategies for teachers to support learners with communication difficulties in the classroom, such as simplifying instructions, using visual aids, explicit vocabulary instruction, and peer-mediated learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    173 views15 pages

    Learners With Difficulty Communicating

    Uploaded by

    Vhong Valleser
    The document discusses learners who have difficulties with communication, either expressing themselves verbally or understanding others. It describes different types of speech and language impairments including articulation disorders, phonological disorders, fluency disorders, and both expressive and receptive language disorders. The document also provides strategies for teachers to support learners with communication difficulties in the classroom, such as simplifying instructions, using visual aids, explicit vocabulary instruction, and peer-mediated learning.

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    of 15

    LEARNERS WITH

    DIFFICULTY
    COMMUNICATING
    Some learners are observed to have
    difficulty communicating, either verbally
    expressing their ideas and needs and/or in
    understanding what others are saying.
    Some may have had a clinical diagnosis of a
    disability while others display
    developmental delays and difficulty in the
    speech and language domain.
    TYPES OF
    COMMUNICATION
    IMPAIRMENTS AND
    DISORDERS

    COMMUNICATION SPEECH LANGUAGE


    is the interactive exchange of is the expression of language with is used for communication, a
    information, ideas, feelings, needs, sounds, or oral production. formalized code used by a group of
    and desires between and among people to communicate with one
    people. another, that is primarily arbitrary.
    COMPONENTS OF
    LANGUAGE
    PHONOLOGY SYNTAX
    refers to the sound system of is the system of rules governing
    language. the meaningful arrangements of
    words, which is also include
    grammar rules.
    SEMANTICS
    refers to the meanings
    associated with words and
    combination of words in
    MORPHOLOGY PRAGMATICS language.
    refers to the smallest unit of revolves around the social use
    language that has meaning and of language, knowing what,
    which are used to combine when, and how to communicate
    words. and use language in specific
    context.
    SPEECH
    IMPAIRMENTS
    are communication disorders such as
    stuttering, impaired articulation, and
    language or voice impairement.
    TYPE OF SPEECH
    IMPAIRMENTS
    Speech Impairment Description Examples

    “I want a blue lollipop”


    “I want a boo wowipop”
    Articulation Disorder A child is unable to produce a given sound physically.
    “Can I get three bananas?”
    “An I et tee nanas”

    A child produces a multiple patterns of sound errors with “That pie is good”
    Phonological Disorder
    obvious impairment of intelligibility. “Cat bye is good”

    Blocks:
    “I want a banana”
    (blocks)
    Fluency Disorder Difficulties with the rhythm and timing of speech. Prolongations:
    “I waaant a bbbanana”
    Repetitions:
    “I want a ba-ba-ba- banana”

    Phonation disorder
    Problems with the quality or use of one’s voice resulting (breathiness,hoarseness)
    Voice Disorder
    from disorders of the larynx. Hypernasality
    Hyponasality
    LANGUAGE
    DISORDER

    INVOLVE PROBLEMS IN ONE OR MORE OF


    THE FIVE COMPONENTS OF LANGUAGE
    AND ARE OFTEN CLASSIFIED AS
    EXPRESSIVE OR RECEPTIVE.
    EXPRESSIVE LANGUAGE
    DIFFERENT TYPES OF DISORDER
    interferes with the production of language. A
    LANGUAGE DISORDER child may have limited vocabulary that impacts
    communications skills or misuses words and
    iSome children may be found to have a phrases in sentences.
    combination of receptive and expressive language RECEPTIVE LANGUAGE
    disorder. DISORDER
    interferes with the understanding of language.
    A child may have difficulty understanding
    spoken sentences or following the directions a
    teacher gives.
    AUTISM SPECTRUM DISORDER OTHER DISORDERS THAT ARE
    (ASD) SUBSUMED UNDER ASD;

    People with ASD often have problems with Rett Syndrome


    social communication and interaction, and Pervasive Developmental
    restricted or repetitive behaviors or interests. Disorder
    People with ASD may also have different ways Asperger's Syndrome
    of learning, moving, or paying attention.
    IDENTIFICATION

    to screen children with communication


    difficulties, early childhood professionals use
    questionnaires and developmental checklists to
    determine the severity of the delay as
    compared with typical language development.
    HOW DO SPECIALISTS DETERMINE A
    SPEECH AND/OR LANGUAGE PROBLEM?
    ASSESSMENT OF LANGUAGE
    CASE HISTORY AND PHYSICAL
    FUNCTION
    EXAMINATION

    LANGUAGE SAMPLES OBSERVATION IN


    HEARING NATURAL SETTINGS

    ARTICULATION

    PHONOLOGICAL AWARENESS
    AND PROCESSING

    OVERALL LANGUAGE DEVELOPMENT


    AND VOCABULARY
    LEARNING CHARACTERISTICS

    LANGUAGE DIFFICULTIES

    EXPRESSIVE LANGUAGE RECEPTIVE ANGUAGE


    DIFFICULTIES DIFFICULTIES
    LIMITED VOCABULARY FOLLOWING ORAL DIRECTIONS
    INCORRECT GRAMMAR OR SYNTAX UNDERSTANDING HUMOR OR FIGURATIVE
    EXPRESSIVE REPETITION OF INFORMATION LANGUAGE
    DIFFICULTY IN FORMULATING QUESTIONS COMPREHENDING COMPOUND AND COMPLEX
    DIFFICULTY CONSTRUCTING SENTENCE SENTENCES
    RESPONDING TO QUESTIONS APPROPRIATELY
    GENERAL EDUCATION ADAPTATIONS

    UNIVERSAL DESIGN PRACTICAL TIPS FOR


    DESIGN FOR LEARNING THE CLASSROOM
    In addition to using UDL, there are
    Use of UDL in the classroom allows
    practical tips and techniques that
    children to learn information,
    teachers can use to provide
    demonstrate understanding, and
    students with communication
    stay engaged in multiple ways.
    diffculties that support they need
    in order to be successful.
    ALLOW THE CHILD TO SIT NEAR THE TEACHER AND THE BLACKBOARD AWAY FROM AUDITORY AND
    VISUAL DISTRACTIONS SUCH AS THE WINDOW AND THE DOOR

    GET THE CHILD'S ATTENTION BEFORE GIVING DIRECTIONS.

    USE PICTURES, CHARTS, AND OTHER VISUAL AIDS WHEN EXPLAINING CONTENT TO SUPPLEMENT
    AUDITORY INFORMATION .

    SPEAK SLOWLY AND CLEARLY WITHOUT EXXAGERATING SPEECH.

    SIMPLIFY DIRECTIONS INTO SHORT'S STEPS. BREAK DOWN MULTI-STEP DIRECTIONS AND GIVE
    EACH ONE AT A TIME INSTEAD OF JUST REPEATING EACH ONE.

    PROVIDE A WRITTEN COPY OF DIRECTIONS FOR A TASK SO THE CHILD CAN REFER BACK TO IT AT
    HIS/HER OWN PACE.
    USE GESTURES TO CLARIFY INFORMATION

    USE PEER-MEDIATED INSTRUCTION SO THAT PEERS WITHOUT DIFFICULTIES CAN SERVE AS A


    LANGUAGE MODELS AND LEARNING BUDDIES

    UPROVIDE EXTRA TIME TO PREPARE FOR ORAL LANGUAGE ACTIVITIES.

    MODEL CORRECT LANGUAGE FORMS AND USE APPROPRIATE WAIT TIMES(3-5 SECONDS OR
    MORE) TO GIVE THE CHILD TIME TO THINK AND RESPOND.

    EXPLICITY TEACH VOCABULARY THAT IS NEEDED IN THE LEARNING CONTEXT TO


    PROMOTE BETTER COMPREHENSION

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