006 Week 8 DLD Classroom and Home Interventions(1) (1).pdf

DLD: Classroom Accommodations
Kids with language disorders show the most improvement when they
start treatment early, preferably by preschool. However, even with
effective interventions, school-age kids are likely to continue to need
some accommodations to succeed. Students with language disorders
may have an IEP/504 plan that specifies accommodations and goals,
such as the following ones:
https://www.weareteachers.com/language-disorders/

• Be patient.
• These kids need more time to fully understand questions and put their
thoughts together before they respond. They may speak slowly or too fast
and leave out important words, repeating themselves or using filler. Allow
them the time they need, without interrupting or jumping in to provide
words or direction. If they stray off topic, gently redirect them and allow
them to continue.

• Allow them to prepare.
• It can be very difficult for kids with language disorders when they’re
called on unexpectedly in class. Let them in know in advance you’ll be
asking for their thoughts and that they’re welcome to make and refer
to notes as needed.

• Model behaviors.
• It’s important to encourage as much practice with complete
sentences as possible for expressive language disorder. If a student
responds with a one-word answer, model back a complete correct
sentence and ask them to repeat it.

• Give directions differently.
• Following a set of complicated instructions is often more than those
with receptive language issues can handle. After giving instructions to
the class as a whole, spend a few minutes one on one with the
student going over the directions. Break them down into smaller
chunks and encourage the student to write them down or even draw
pictures for reference. Make eye contact with the student while
talking to be sure you have their attention.

• Be direct.
• Teachers are usually encouraged to ask open-ended questions of
students, but sometimes it’s better to give kids with language
disorders a simple choice. Instead of “What do you want to work on
now?” ask “Do you want to go the reading station or practice your
spelling words?”

• Accept silence sometimes.
• If class participation or public speaking isn’t necessary for learning the
material at hand, don’t require it from students with language
disorders. Find other ways to test them on their knowledge of the
subject.

DLD: Classroom & Home Intervention
Strategies-Semantics
Anderson et al (2004) American Secondary Education 32. 19-36 gives six
practices that have been shown to be most helpful for the student with
language learning disabilities in the classroom.
Mnemonic strategies: presenting strategies, keywords or facts that
need to be memorize using mnemonics can assist the student in
remembering. (ex. POSSE strategy developed by Englert and Mariage
(1991) which is a metacognitive approach to studying. Predict, Organize,
Search, Summarize, Evaluate).
Model - Apply
https://prakovic.edublogs.org/2017/07/22/helping-the-child-with-
language-learning-disability-in-the-general-education-classroom/

• Visual and graphic organizers: guides the learner’s thinking as they fill in
and build upon a visual map or diagram. It is best that some of these are
consistent across the curriculum.
Show Sample - Apply
• Guided notes: teacher-prepared hand-outs that outline or map lectures,
but leave “blank” space for key concepts, facts, definitions, etc. As the
lecture progresses, you fill in the spaces with content.
https://prakovic.edublogs.org/2017/07/22/helping-the-child-with-language-
learning-disability-in-the-general-education-classroom/
Show Sample - Apply

• Class-wide peer tutoring: (CWPT) is a comprehensive instructional procedure or
teaching strategy based on reciprocal peer tutoring and group reinforcement wherein an
entire classroom of students is actively engaged in the process of learning and practicing
basic academic skills simultaneously in a systematic and fun way.
• Linking current knowledge to new information: Create anticipatory sets and activate
background knowledge, this facilitates the ability of all students to assimilate new
information
• Reciprocal teaching: instructional activity in which students become the teacher. Provide
students with problems, procedures, and materials and have them brainstorm ways to
use what they have been given. This can be done with a wide variety of subjects or topics
including reading groups, math problem solving, STEM lessons, experiments.
https://prakovic.edublogs.org/2017/07/22/helping-the-child-with-language-learning-
disability-in-the-general-education-classroom/

DLD: General Classroom & Home
Interventions: Phonology
• General Classroom and Home Articulation Interventions
• Repeat the mispronounced word correctly in your response to the
student's statement. (Student: I got wed shoes. Response: Oh, I like those
red shoes.): Give examples in Arabic
• Show student the letter and letter placement in words while saying sound
in reading and spelling. (Tip: Highlight the target sound in words.)
• Give student feedback on pronunciation during reading and spelling. (“I
heard you say ___. This letter/word makes our mouths say____. Listen and
watch how I say ___.”) Use descriptors to help the child “feel” the sounds
during reading, spelling, and word practice. ("K is a tongue scraper. Feel
how we scrape our tongue against the top of our mouth. Watch my
mouth.") Model words in Arabic

• Emphasize sound in sound-letter activities. Have the student practice
saying the sound while: a. writing the sound/word with you/peer; b.
grouping pictures/words with the target sound; c. reading or repeating
word lists with the sound; or d. contrasting rhyming words (car-tar, cap-
tap).
• Give the student a consistent visual cue for the sound when reading or
repeating spelling words.
• Have the student listen to you read a list of words with target sounds.
("Listen for the ___ sound at the beginning (middle) (end) of the words.")
https://www.tn.gov/content/dam/tn/education/special-
education/eligibility/se_speech_or_language_impairment_evaluation_guidance.pdf

• Have the student look in mirror while saying the sound.
• Have the student listen to him/herself while using a feedback device
(e.g., u-shaped PVC pipe, Echo Mic, audio recording).
• Ask the student to speak slower. Rather than saying “slow down,”
say: “I’m having trouble listening when you talk fast. Would you talk a
bit slower?”

• With younger children, bring whatever you are talking about closer to
your mouth so that the child is more apt to focus on speech
production.
• If you hear a consistent speech sound error, use written text to
increase the child’s ability to see, hear, and be aware of that sound.
For example, ask the student to find all of the words containing the
error sound in a page of a story. Make this a routine in your classroom
so that no student is singled out.

• If you have a student who is able to make a sound correctly some of
the time when they know an adult is listening, set up a non-verbal
cue with that child to let them know that you are listening (e.g., put
your hand on the student’s shoulder before you call on them to read
aloud.)
• Highlight words in their own writing or in classroom worksheets that
contain sounds that the child misarticulates.
• Read aloud and key into the words with the sound. (This is
important.)

• Use stories with a lot of emphasis on the sound – help to sound out
written words. Recommend stories in Arabic
• Find pictures together in books or stories that have the sound.
• Talk about how different sounds are made with your mouth.
Associate the sound with an object, action, or noise to help practice it
in a fun way. (“The “P” is the popping sound, because it’s made when
we pop our lips.”) Apply in Arabic

• Play word game such as ”I’m thinking of a word that starts with: st,
sp, thr,” (identify pictures in: Apply in Arabic
• books). Make matching picture cards with the sounds to play Go
Fish, Memory, or Lotto. Find objects with the sound/start a
collection. Play “I’m thinking of a word that starts (or ends) with
______ (make the sound).” Go on a treasure hunt for objects that
begin with the sound. Apply in Arabic

Resource on Graphic Organizers
https://www.cultofpedagogy.com/graphic-organizer/

006 Week 8 DLD Classroom and Home Interventions(1) (1).pdf

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006 Week 8 DLD Classroom and Home Interventions(1) (1).pdf