Speech And Language Disabilies
- 1. Speech and Language DisabilitiesIssues of Trends in Special EducationDr. FeinmanJillian Horbach, Kenneth Kroog & Willa Wentzel-Fisher
- 2. Definitions: Speech and Language Impairment“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.”U.S. Department of Education. (2009). Regulations: Part 300/A/300.8/c/11. Retrieved June 17, 2009, from www.IDEA.ed.gov.
- 3. Expressive vs. Receptive LanguageA delay can effect either area.Expressive: “a speaker’s use of…vocal system to communicate ideas and thoughts to a listener…”Students are reluctant to participate in verbal activities http://www.youtube.com/watch?v=BnRNeDtme0gReceptive: “listener uses receptive language to comprehend spoken language.”Students have difficulty following directions or content presented orallyRelated to assessment.Mercer, C. & Mercer, A. (2001). Teaching Students with Learning Problems, New Jersey: Merril Prentice Hall.
- 4. Speech Impairment An inability to produce normal speech. A disorder affecting articulation, voice, fluency or language.Farnsworth, K. (Ed.). Speech Correction: An Introduction to Speech Pathology and Audiology, MA: A Simon & Schuster Company.
- 5. Language disordersAphasia: complete inability to comprehend or use language symbols.Dysphasia: lesser degree of disability. Delayed language development: not acquiring age-appropriate language milestones. Deviant language development: delayed plus atypical language patterns.Farnsworth, K. (Ed.). Speech Correction: An Introduction to Speech Pathology and Audiology. MA: A Simon & Schuster Company.
- 6. Prevalence Prevalence: 1/5 of all children who are identified for special education receive services primarily for language or speech disorders.
- 7. 10-15% of preschool children & 6% of elementary students have speech disorders. 2-3% of preschoolers & 1% of elementary secondary graders have language disorders. Hallahan, D., Kauffman, J. & Pullen, P. (2009). Exceptional Learners: An Introduction to Special Education (11th Ed.). New York: Pearson.
- 8. Causes:1. Hearing Loss (repeat ear infections, critical period12 months to 4 years of age)2. Language Delay: Learning delays affect language acquisition.Speech and Language Disorders3. Genetic Inheritance4. Bad Speech Habits: If uncorrected the bad speech will become habit.Powell, K. (2000). Speech and language: Causes, milestones and suggestions. Retrieved June 17, 2009, from ComeUnity. Web site: www.comeunity.com/disability/speech/guidelines.html.
- 9. Dysphagia: disorder of swallowing due to neck or mouth injury or to neurological condition.Farnsworth, K. (Ed.). Speech Correction: An Introduction to Speech Pathology and Audiology. MA: A Simon & Schuster Company.
- 11. • Incorrect use of grammar• Poor or limited vocabulary• Failure to understand or pay attention to rules of conversation, for example, turn taking, introducing topics of conversation, and staying on topic• Difficulty using different language for different needs of the listener or situation• Difficulty requesting further information to aid understanding• Withdrawal or exclusion from group activitiesSocial-emotional characteristics
- 12. Social-emotional characteristics Con’tTendency to ask questions that are too general ("Are you going?" when what is really meant is "Where are you going?")• Tendency to agree rather than voice opposition• Makes indirect requests and ambiguous statements•”Class clown” behavior • Extreme forgetfulness
- 13. Difficulty with:• Understanding non-verbal behaviors, such as body language• Finding words• Puns, idioms, riddles, jokes, sarcasm and slang• Instructions, especially those that are long or grammatically complex• Words with multiple meanings (bear versus bare)• Sequencing• Expressing thoughts• Organizing informationSpeech and Language Disorders and Diseases. Retrieved June 20, 2009, from American Speech-Language-Hearing Association (ASHA). Web site: http://www.asha.org/public/speech/disorders/.Learning characteristics
- 14. Instructional practicesSelf-Contained Classroom TeachingTherapy ModelOne-to-One InterventionClassroom-Based Language ModelTeam TeachingStaff, Curriculum, or Program DevelopmentConsultationServices provide across continuum. Mercer, C. & Mercer, A. (2001). Teaching Students with Learning Problems, New Jersey: Merril Prentice Hall.
- 15. Parents are Inundated with Instructional Plans
- 16. Strategies-Based ModelStrategies for increasing language production:Expect students to speak in incomplete sentences because this is normal for discourseConvey that the meaning is importantProvide one or two additional words to a child’s spontaneous utterance to repeat rather than impose adult structures that are difficult to imitate. Teach language in various natural settingsAct as a good language modelUse structured language programs to practice new skillsComment or elaborate on students’ ideas to demonstrate how more information can be expressed Use role playing and charadesEncourage storytellingMercer, C. & Mercer, A. (2001). Teaching Students with Learning Problems, New Jersey: Merril Prentice Hall.
- 17. Strategies for Increasing Language ComprehensionIf a student has difficulty following directions, establish eye contact and maintain attention prior to presenting informationAsk student to repeat or paraphrase directionsArrange classroom seating to limit distractions Use vocabulary that is familiar to student when introducing a new conceptPresent new concepts in as many modalities as possibleEncourage young children to act out sentencesExplain that listening is an active processUse introductory statementsAdjust the rate and complexity of instructional languageTeach specific memory strategies
- 18. Shape Coding for Students with Specific Language Impairment: A new modelAn approach to teaching grammar for school-aged children with specific language impairment.
- 19. The approach uses shapes, colors and arrows to make the grammatical rules of English explicit.
- 20. To accompany instruction on past tense morphology, comprehensionof dative structures and comparative questions.Shape Coding uses shapes and colors to emphasize the hierarchical structures of language. The shapes can be placed inside each other and moved around to display how to form questions and passive sentences. : Results: Not effective for all students. Effective for students struggling with past tense. Authors report significant improvement from September to January. t(7)4.46, p 0.001.
- 21. Example of Shape Coding (a) Basic sentence template: external argument verb phrase (including internal argument); (b) sentence templates including prepositional phrases (with an internal argument); (c) coding of auxiliaries and modalsEbbels, S. (2007). Teaching grammar to school-aged children with specific language impairments (SLI). Child Language, Teaching and Therapy, 23 (67), 67-93.
- 22. Model for Teaching Story Grammar Knowledge to Pre-School students with Language Impairment Initial assessment: Children were presented four stories in pictorial form from the book Oops. Children were asked to create a story and then retell the story to a listener who could not see the pictures. Story grammar intervention program: Students received training in story grammar, including cue cards to identify story grammar components, missing story components and reformulating scrambled scores based on story grammar components. Results: Children were asked to create stories as in initial assessment.
- 23. Story Example:Subject 13Baseline Story Production – Train storyOkay here we go.Heather the Hippo was waiting (for) for a train.Mr. Penguin was waiting for a train too.But there was something growing on the track.A flower.Heather the Hippo thought the flower was beautiful and she decide to pickit.But something happened.The train came towards her and bumped into her.Mr. Penguin was so angry (that) that the train had bump into her.So Heather took the flower.That’s the end of the story.And walked away.
- 24. Results:All children narrative productions improved from pre to post-testing. Improvements: inclusion of relevant story information, episode complexity and the number of story units included in story. Hayward, D. & Schneider, P. (2000). Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study. Child Language, Teaching and Therapy, 16, 255-284.
- 25. CURRENT ISSUES IN EDUCATING CHILDREN WITH SPEECH AND LANGUAGE DISABILTIESI. Importance of early language development:“The most intensive period of speech and language development for humans is during the first three years of life, a period when the brain is developing and maturing. These skills appear to develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others.”(NIDCD: National Institute of Deafness and Other Communication Disorders. Publication No. 00-4781 April 2000) - Children will vary in their development of speech and language. Severe delays can produce problems in other areas of development and education such as: - social development - emotional development - literacy: can cause problems in all other academic areas - Parents and teachers play a critical role in children’s language development. What can teachers do?Allow children opportunities in the classroom to build their language skills. Current research suggests incorporating lang. development into all aspects of the curriculum.
- 26. Example:LET’S TALK: A Different Approach to Oral Language Development. Woodward, C., Haskins, G., Schaefer, G., & Smolen, L. Young Children, 2004, 59(4), 92-95.Children worked together in pairs at the tables with minimal intervention from adults.
- 27. Manipulatives used for the table talks were rotated weekly to initiate new conversations
- 28. Teachers modeled literature and vocabulary related to the manipulatives each week
- 29. Opportunities for sharing with others were provided routinely in the classroom
- 30. Extensions related to the manipulates were integrated throughout the curriculumTeachers who implemented this approach in their classroom reported growth in areas related to language development in all children chosen for the project. Aldridge, Jerry. The Importance of Oral Language. Childhood Education, Spring 2005.
- 31. II. Importance of Incorporating TechnologyWhy technology? Technology can provide any student with a disability a different communication outlet. Students presenting a speech or language disability would be given more opportunities to communicate expressively.Augmentative Communication Devices (ACC)These augmentative devices can serve as tools for teaching children with special needs to communicate. Not only do they enhance their ability to participate and learn, but they can increase independence as well. For many who struggle with any type of disability, these augmentative devices are essential to everyday communication.www.ILTsource.com/communicationExamples:MyTobii
- 32. Tech/Speak
- 34. Tech/Speak