Chapter 6

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Communication Disorders

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Chapter 6

  1. 1. Chapter 6<br />Understanding Students with Communication Disorders<br />
  2. 2. Communication<br />entails receiving, understanding, and expressing information, feelings, and ideas<br />
  3. 3. Speech Disorder <br />refers to difficulty producing sounds as well as disorders of voice quality or fluency of speech<br />
  4. 4. Speech Disorder<br />entails difficulty receiving, understanding, or formulating ideas and information<br />receptive language disorder: characterized by difficulty receiving or understanding information<br />expressive language disorder: characterized by difficulty formulating ideas and information<br />
  5. 5. Cultural Diversity<br />“Although many individuals have a speech or language difference, they do not necessarily have a language or speech disorder.”<br />
  6. 6. Dialect<br />a language variation that a group of individuals uses that reflects shared regional, social, or cultural/ethnic factors<br />
  7. 7. bilingual<br />bidialectal<br />using two languages equally well<br />using two variations of a language<br />
  8. 8. Incidence<br /><ul><li>1.7 % of special education students 6-21
  9. 9. 24.1% of special education students 3-21
  10. 10. not including students for whom communication disorder is a secondary exceptionality
  11. 11. Most students with communication disorders spend the majority of their day in the general education classroom.</li></li></ul><li>Speech<br />the oral expression of language occurring when a person produces sounds and syllables<br />
  12. 12. Language<br />a structured, shared, rule-governed, symbolic system for communicating<br />
  13. 13. Social interaction theories<br />language development is the outcome of a child’s drive for attachment with his or her world<br />communication enables the child to convey information about the environment to others<br />communication is learned through interactions with others<br />
  14. 14. Communication disorders<br />congenital disorder<br />acquired disorder<br />disorder that occurs as or before birth<br />disorder that occurs well after birth<br />
  15. 15. How can I assure that my student understands what I am teaching?<br />How can I assure that my student can express what he knows?<br />
  16. 16. Universal Design for Learningincludes modifications tohow content is presented<br />During instruction, teachers can utilize:<br />audio and text formats<br />visual representations with verbal information<br />graphics<br />graphic organizers<br />controlled vocabulary<br />
  17. 17. Universal Design for Learningincludes modifications to how students demonstrate knowledge<br />Students can utilize:<br />PowerPoint presentations instead of written reports<br />visual supports<br />taped oral reports<br />skits or performances<br />other appropriate products<br />
  18. 18. Assessment Accommodations<br />Student may benefit from:<br />verbal assessment explanation<br />visual supports for comprehension<br />adjustment of the language <br />multiple-choice or true-false format<br />one-word answers<br />gestures to facilitate answer selection<br />word processor or computer<br />
  19. 19. Discussion<br /><ul><li>Younger students: What are facilitative language strategies?
  20. 20. Older students: What are graphic organizers?</li></ul>How are these strategies used to benefit students with communication disorders?<br />

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