DIFFICULTY-IN-COMMUNICATING.pptx

1
Teaching Learners with
Difficulty in Communication
MYLENE P. DAQUIOAG T-III
CAROLINE R. SINGSON T-III
Presenters
STO. NIÑO NATIONAL HIGH SCHOOL
Department of Education

OBJECTIVES:
After the session, the participants will be able to:
1)Understand the different types of
communication disorders.
2)Identify the accommodation for learners
with communication disorders.
3)Apply strategies for teaching learners with
difficulty in communication.

COMMUNICATION
COMMUNICATION DISORDERS
3

COMMUNICATION
The imparting or exchanging of
information by speaking, writing or
using some other medium.
The successful conveying or sharing
of ideas and feelings
_________________________________
Oxford English Dictionary
4

COMMUNICATION
Sender Receiver
Message
Encoding Decoding
5

SPEECH
A neuromuscular process
that allows us to express
language vocally.
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BUILDING BLOCKS OF SPEECH
Respiration
(Breathstream)
Voice
Articulation
Fluency
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LANGUAGE
Language refers to the
comprehension and/or use of a
spoken (i.e., listening and
speaking), written (i.e., reading
and writing), and/or other
communication symbol system (e.g.,
Sign Language)
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Exercise
FOLLOWING DIRECTIONS
TEST
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MYLENE DAQUIOAG
01-31-2023
11-21-1979
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RECEPTIVE LANGUAGE
VS.
EXPRESSIVE LANGUAGE
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RECEPTIVE LANGUAGE
 Following directions
 Understanding what gestures
mean
 Answering questions
 Identifying objects and
pictures
 Reading comprehension
12

EXPRESSIVE LANGUAGE
 Asking questions
 Naming objects
 Using gestures
 Using facial expressions
 Making comments
 Vocabulary
 Syntax (grammar rules)
 Semantics (word/sentence meaning)
 Morphology (forms of words)
13

Session Guide
What is a
Communication Disorder?
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15
15

16
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Session Guide
COMMUNICATION DISORDER is
an impairment in the ability
to receive, send, process, and
comprehend concepts or verbal,
nonverbal and graphic symbol
systems.
17

Session Guide
A communication disorder is an impairment in the ability
to receive, send, process, and comprehend concepts or
verbal, nonverbal and graphic symbol systems. A
communication disorder may be evident in the processes of
hearing, language, and/or speech. A communication
disorder may range in severity from mild to profound. It
may be developmental or acquired. Individuals may
demonstrate one or any combination of communication
disorders. A communication disorder may result in a
primary disability, or it may be secondary to other
disabilities. (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition )
18

Session Guide
COMMUNICATION DISORDER
• may be evident in the
processes of hearing,
language, and or speech;
• may range in severity from
mild to profound.
19

Session Guide
• may be developmental or
acquired;
• may result in a primary
disability or it may be
secondary to other
https://www.quotemast
er.org/communication+
disorders#&gid=1&pid
=1
20

Session Guide
 significant difficulty in one
or more of formulation,
transmission, reception, and
comprehension.
 Must adversely impact school,
work, home, social, and/or
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http://clipart-library.com/images/6ir5bkMKT.gif
Communication disorder affects
the delivery of messages and
the relationship among other
people.
https://gifer.com/en/HmSq
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Session Guide
What might Communication
Disorders look like in the
classroom?
23

Session Guide
What are the characteristics
of Students with
Communication Disorders?

Session Guide
• Difficulty following instructions.
• Being slow to respond and needing extra processing time.
• Giving incorrect or off-topic responses to questions or
appearing blank and unable to respond.
• Difficulty learning and understanding new vocabulary,
often requiring several more exposures when learning new
words.
• Difficulty remembering what you tell them.
• They may have become used to not understanding and do
not ask for help.
Understanding

Session Guide
• Using immature or less sophisticated vocabulary.
• Using non-specific language (thing or stuff).
• Displaying word-finding difficulties: having trouble
retrieving the word they want to use.
• Having trouble explaining things that have happened to
them or telling a story.
• Being difficult to understand, or it might be difficult to
make sense of what they tell you.
• Mistakes in pronunciation of words, particularly longer or
more complex words.
Talking / Expressive Language

Session Guide
• Displaying poor attention, presenting as not listening or daydreaming.
• Being disruptive or ‘getting into trouble’.
• Alternatively, being quiet and well behaved – so they fly under the
radar.
• Getting into conflicts with peers but having difficulty describing the
incident.
• Difficulty understanding the rules of a game or understanding jokes.
• Difficulty negotiating with peers.
• Difficulty making and maintaining friendships.
• Using an inappropriate language style with teachers.
• Struggling to remember names of teachers and peers.
• Difficulty managing and expressing emotions.
• May become frustrated, displaying verbal or physical outbursts.
Behavior and Social Skills

Session Guide
• Difficulties with reading and writing.
• May be able to decode and read fluently but struggle with reading
comprehension (making sense of what they read).
• Completing work incorrectly or not at all or taking much longer to
complete a task than their peers.
• Watching and copying what others do as a strategy to make sense
of what is going on.
• Difficulty with language-based math problems.
• Difficulty understanding math concepts.
• Difficulty learning, remembering, and using new subject
vocabulary.
Academic Work

Communication Disorder or Difficulty in Communication
https://charlottespeechhearing.com/communication-disorders/

Types of Communication Disorders:
▪ Language Disorder
▪ Speech Sound Disorder
▪ Social (Pragmatic) Communication Disorder
▪ Childhood-Onset Fluency Disorder (Stuttering)
https://charlottespeechhearing.com/com
munication-disorders/

Common speech disorders are:
• Articulation disorders
• Phonological disorders
• Disfluency
• Voice disorders or resonance
disorders
https://charlottespeechhearing.com/com
munication-disorders/

Examples of specific speech delays
 may pronounce car as tar or gas as das;
 shop becomes sop and chair becomes
tair;
 duck as du or ball as ba (final
consonant deletion)
 duck becomes uck (initial consonant
deletion)
 spoon becomes poon, stop becomes top,
green becomes geen, nest becomes nes

Examples of specific speech delays
 yellow becomes lellow (assimilation)
 Telephone is tefone (weak syllable
deletion)
 Spaghetti becomes pasketti
(metathesis)
 Wabbit for rabbit or wamp for lamp or
lemon becomes yemon (gliding)
 Sun becomes tun, thumb becomes dum

Disturbances in the normal speech fluency are characterized by
one or more of the following:
▪ Sound and syllable repetitions (example: ba – baby)
▪ Sound prolongations (S>>>>sometimes)
▪ Broken words (pauses within a word) (Ta – table)
▪ Audible or silent blocking (filled or unfilled pauses in speech)
(I like to – go home)
• Circumlocutions (word substitutions to avoid a problematic
• word)
▪ Words pronounced with an excess of physical tension
▪ Monosyllabic whole-word repetitions (“I-I-I see him”)
Source: DSM-V

Can be caused by:
▪ Cleft lip or palate
▪ Cerebral palsy
▪ Autism Spectrum Disorder
▪ Learning Disability
▪ Intellectual Disability
▪ Or have no other caused
https://www.pngfuel.com/free-png/gdmzk

Session Guide
How can we provide support
to the Learners with
Communication Disorders?

Approach in Supporting Learners with
Communication Disorders
Specialist
Targeted
Universal
https://ican.org.uk/media/3349/ican_dld_guide_final_aug4.pdf

Supporting Learners with Communication Disorders
Universal Support
1. Create a communication-supportive environment.
2. Adapt your language.
3. Explicitly teach vocabulary.
4. Encourage all children and young people to monitor
their own understanding and ask for help.
5. Plan opportunities to develop and use communication
skills.

Supporting Learners with Communication Disorders
Targeted Support
1. Differentiate activities for children and young people with
communication (language) disorders.
2. Support social-emotional wellbeing and self-advocacy.
3. Support friendships and social interaction
4. Investigate and plan access arrangements.
5. Scaffold and support their language.
6. Explicitly teach organizational strategies, revision techniques, and
study skills.

As a TEACHER…..
Please REMEMBER

THANK YOU!
GOD BLESS US ALL!

DIFFICULTY-IN-COMMUNICATING.pptx

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