Chapter 11: Communication Disorders

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Chapter 11: Communication Disorders

  1. 1. Chapter 11 Communication DisordersBased on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)
  2. 2. Chapter 10 Questions What are language and speech disorders? What are the main types of language and speech disorders? How are communication disorders identified? What kinds of service delivery options are used? What are some ways that teachers can collaborate with speech therapists?
  3. 3. Communication Disorders IDEA definition: a communication disorder such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affect a child’s educational performance. Language disorders – problems receiving, understanding, and formulating messages. Speech disorders – problems related to the verbal transmission of messages.
  4. 4. Language Disorders Form Disorders • Phonology - sounds used to make word parts (e.g., 40 phonemes in English language) • Morphology - rules for constructing words (e.g., plurals, suffixes) • Syntax - rules for connecting words together (e.g., word order, organization) Content Disorders • Semantics - rules that dictate meaning (e.g., vocabulary) Use Disorders • Pragmatics – application of language in social contexts (e.g., conversation)
  5. 5. Speech Disorders Articulation Disorders (common) • Phonological – mental representation problem (can make sound, but doesn’t) • Articulation – structural problem (can’t make sound) • Substitutions, omissions, additions, distortions Fluency Disorders – interruptions in the flow of speaking (e.g., stuttering) Voice Disorders - pitch, duration, intensity, resonance, vocal quality Motor Speech Disorders • Apraxia - lack of coordinated muscle movement • Disarthria – weak, slow, or paralyzed muscles
  6. 6. Should I Talk to the SLP? How is the student’s intelligibility? (By age 4, should be 100%.) How easy is it to communicate with the student? (Can you have a normal conversation?) How does the student interact with others? (Does s/he avoid talking?) Does the student have unusual speech characteristics (e.g., substitution, omission, stuttering, hoarseness, etc.)?
  7. 7. Identification Review developmental, educational and medical history Interview parents, teachers, etc. Questionnaires Systematic observation Language sampling Formal tests
  8. 8. Service Delivery Service Delivery Models • Monitoring • Collaborative consultation • Classroom-Based • Pullout Issues • Shortage of SLPs • Heavy caseloads
  9. 9. Collaboration Discuss concerns about students Know what student is working on Ask how you can help students achieve and generalize skills Communicate progress Discuss behavioral challenges Ask how to improve the communication skills of the whole class.

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