Communication Disorders
IDEA Definition:
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c,
Characteristics:
Fluency
Articulation
Voice
Fluency
- Stuttering- A speech disorder that occurs when the flow of speech is abnormally interrupted by repetitions, blocking, or prolongations of sounds, syllables, words, or phrases.
- Cluttering- A speech disorder characterized by excessively rapid, disorganized speaking, often including words or phrases unrelated to the topic.
- Delayed Speech- A deficit in speaking proficiency whereby the individual performs like someone much young
- Receptive Language Disorder- Difficulties in comprehending what others say.
- Expressive Language Disorder- Difficulties in producing language.
Articulation
- Omissions
- Substitutions
- Additions
- Distortions
Voice
- Hyponasality
- Hypernasality
- Overloud
- Whispery – breathy
.Strategies and Resources:
Stuttering or Cluttering:
Do:
Don’t:
Delayed Speech
Do:
Receptive Language Disorder
Following Directions:
1. When giving directions, repeat them again using different words.
2. Using gestures when giving directions can be beneficial.
3. If there are several directions, give one to two directions at a time versus all at one time.
4. Be specific when giving directions.
5. If possible, give a visual cue. For example, if making an activity you can demonstrate the steps as you go along. Showing the completed project would also provide them assistance.
6. When working with projects that have multi-step directions, it may be helpful to write the directions on the board.
7. Create a list of common directions that are used throughout the day. When needed, they can be laminated and placed on the board for the entire class, or can be smaller to be placed on the individual’s desk.
8. The student may benefit from sitting next to an individual who would be willing to provide assistance with multi-step tasks.
Processing Information:
1. Ask basic questions that have the answer in a picture or hands-on activity.
2. Provide small group opportunities where the children can discuss newly learned concepts or ideas.
3. Provide adequate time for the child to process what you have asked and form their answer. If the child does not respond after a given period of time, ask the question in a different way.
4. Use several modalities when teaching materials (speaking, reading, writing, listening, visual, hands-on).
5. Do frequent comprehension checks when teaching. Stop periodically and discuss the information you have presented.
6. Encourage the child to ask for help.
7. Provide additional support for writing down information, such as assignments in the student’shomework notebook. Actual pictures could also be taken of what needs to go home (i.e. Math book, writing notebook, etc.). Some students may need written directions on how to complete assignments so that parents can assist them in the home.
Expressive Language Disorder
Expanding Expressive Language Skills:
1. When interacting with a young child, repeat what the child says, and add a word that is appropriate to the context. For example: While playing with a toy car, the child says “car”, you could respond “Car. GO car.” If the child uses two words- expand to three words, etc.
2. Speak in sentences that are one to two words longer than the child’s typical utterances. If a child usually combines two words, you should be modeling 3-4 words in your interactions. You may feel that your speech sounds silly, you are eliminating complex structures that the child is not yet ready to use, which allows the child to concentrate on the next level of development.
3. It is also important to expose the child to adult and peer models of conversation. Although they are not yet ready to use these structures, they are exposed to the appropriate models.
4. Introduce new words or concepts to a child by using the word in a variety of situations as well as using the word repetitively. For example, when teaching colors: show a blue ball, a blue car, the blue sky, etc. Also, use pictures or objects when available to help reinforce the ideas.
5. Music, movement, nursery rhymes, finger plays, and story time are very motivating times for children to promote spontaneous speech production.
Stuttering or Cluttering:
Do:
- Have the students do small group reading or one-on-one reading.
- Sometimes large groups will create more of a struggle.
- Read a sentence then have the student read a sentence.
- Have students read all together.
- Have the student practice reading a certain part before reading for class.
- Find patterns where they are struggling and give them words to practice saying.
- Whiteboard answers. Either have each student have a whiteboard at their desk where they can answer or call on them to come up to the board to write the answer. (Math)
- Make them feel like they can answer in some way without worrying about it.
- If they are having a bad day, have them tell you beforehand if they don’t want to talk.
- Wait for them to finish with patience.
- Talk properly and clearly yourself.
- Clarify what they say by saying it back yourself.
- If Speech therapist is having them do breathing exercises make sure you know what they are so you can give proper cues if asked to do so.
- If stuttering gets worse during reading take a break by asking a one to two word answer question then go back to reading.
- End reading on a positive note! Finish when the student is not stuttering as much so they feel accomplished.
Don’t:
- Don’t give them any advice such as breath, relax, or finish their sentences for them.
- Don’t draw attention to the stutter or clamor. This will make them feel worse about themselves. Don’t mention it or ask them to repeat themselves.
- Don’t tell them to do what their therapist say in your class room. That is between them and the therapist and you shouldn’t get involved.
- Don’t count the time they stutter against them in timed tests. Maybe if it is being timed stop the timer when they are stuttering and then start it again after they stop. You can also record them during the test and then count how long they stutter after and take away that time.
Delayed Speech
Do:
- Ask them to point out what they are talking about.
- Introduce them to new vocabulary words by showing them the word and a picture that corresponds with it.
- Give them vocabulary in advance to when they will be learning a new concept.
- Have them work in small group where they feel comfortable speaking.
Receptive Language Disorder
Following Directions:
1. When giving directions, repeat them again using different words.
2. Using gestures when giving directions can be beneficial.
3. If there are several directions, give one to two directions at a time versus all at one time.
4. Be specific when giving directions.
5. If possible, give a visual cue. For example, if making an activity you can demonstrate the steps as you go along. Showing the completed project would also provide them assistance.
6. When working with projects that have multi-step directions, it may be helpful to write the directions on the board.
7. Create a list of common directions that are used throughout the day. When needed, they can be laminated and placed on the board for the entire class, or can be smaller to be placed on the individual’s desk.
8. The student may benefit from sitting next to an individual who would be willing to provide assistance with multi-step tasks.
Processing Information:
1. Ask basic questions that have the answer in a picture or hands-on activity.
2. Provide small group opportunities where the children can discuss newly learned concepts or ideas.
3. Provide adequate time for the child to process what you have asked and form their answer. If the child does not respond after a given period of time, ask the question in a different way.
4. Use several modalities when teaching materials (speaking, reading, writing, listening, visual, hands-on).
5. Do frequent comprehension checks when teaching. Stop periodically and discuss the information you have presented.
6. Encourage the child to ask for help.
7. Provide additional support for writing down information, such as assignments in the student’shomework notebook. Actual pictures could also be taken of what needs to go home (i.e. Math book, writing notebook, etc.). Some students may need written directions on how to complete assignments so that parents can assist them in the home.
Expressive Language Disorder
Expanding Expressive Language Skills:
1. When interacting with a young child, repeat what the child says, and add a word that is appropriate to the context. For example: While playing with a toy car, the child says “car”, you could respond “Car. GO car.” If the child uses two words- expand to three words, etc.
2. Speak in sentences that are one to two words longer than the child’s typical utterances. If a child usually combines two words, you should be modeling 3-4 words in your interactions. You may feel that your speech sounds silly, you are eliminating complex structures that the child is not yet ready to use, which allows the child to concentrate on the next level of development.
3. It is also important to expose the child to adult and peer models of conversation. Although they are not yet ready to use these structures, they are exposed to the appropriate models.
4. Introduce new words or concepts to a child by using the word in a variety of situations as well as using the word repetitively. For example, when teaching colors: show a blue ball, a blue car, the blue sky, etc. Also, use pictures or objects when available to help reinforce the ideas.
5. Music, movement, nursery rhymes, finger plays, and story time are very motivating times for children to promote spontaneous speech production.
Information Provided by:
Stephanie Snow and Kirsti Ivie "EDUC 2010" Fall 2015
References:
Hardman, M., & Drew, C. (2014). Human exceptionality: School, community, and family (11th ed.). Belmont: Wadsworth Cengage Learning.
LaBlance, G., Steckol, K., & Smith, V. (n.d.). Stuttering: The Role of the Classroom Teacher.
Retrieved November 3, 2015, from https://www.mnsu.edu/comdis/kuster/InfoPWDS/ lablance.html
Lahey Hospital & Medical Center/ Treating Voice Disorders. (n.d). Retrieved November 1, 2015
from http://www.lahey.org/Departments_and_Locations/Departments/Speech_Pathology/Treating_Voice_Disorders.aspx
LaHue, J. (2015, November 4). [E-mail interview].
Ruddy, B., & Sapienza, C. (2004, October 1). Treating Voice Disorders in the School-Based Setting: Working Within the Framework of IDEA.
Retrieved November 5, 2015, from http://homepages.wmich.edu/~stasko/sppa640/readings/schoolbasedtreatment.pdf
Speech and Language Strategies for Classroom Teachers. (n.d.). Retrieved November 5, 2015,
from http://images.pcmac.org/SiSFiles/Schools/AL/BaldwinCounty/FoleyElementary/Uploads/ Forms/classroomstrategies.pdf
[The Stuttering Foundation]. (2011, October 12).
Stuttering: Straight Talk for Teachers. [Video File]. Retrieved from https://www.youtube.com/watch?v=ix65403ruKI
Stephanie Snow and Kirsti Ivie "EDUC 2010" Fall 2015
References:
Hardman, M., & Drew, C. (2014). Human exceptionality: School, community, and family (11th ed.). Belmont: Wadsworth Cengage Learning.
LaBlance, G., Steckol, K., & Smith, V. (n.d.). Stuttering: The Role of the Classroom Teacher.
Retrieved November 3, 2015, from https://www.mnsu.edu/comdis/kuster/InfoPWDS/ lablance.html
Lahey Hospital & Medical Center/ Treating Voice Disorders. (n.d). Retrieved November 1, 2015
from http://www.lahey.org/Departments_and_Locations/Departments/Speech_Pathology/Treating_Voice_Disorders.aspx
LaHue, J. (2015, November 4). [E-mail interview].
Ruddy, B., & Sapienza, C. (2004, October 1). Treating Voice Disorders in the School-Based Setting: Working Within the Framework of IDEA.
Retrieved November 5, 2015, from http://homepages.wmich.edu/~stasko/sppa640/readings/schoolbasedtreatment.pdf
Speech and Language Strategies for Classroom Teachers. (n.d.). Retrieved November 5, 2015,
from http://images.pcmac.org/SiSFiles/Schools/AL/BaldwinCounty/FoleyElementary/Uploads/ Forms/classroomstrategies.pdf
[The Stuttering Foundation]. (2011, October 12).
Stuttering: Straight Talk for Teachers. [Video File]. Retrieved from https://www.youtube.com/watch?v=ix65403ruKI