An expressive language disorder is a type of language disorder where an individual understands language better than they are able to communicate or express themselves verbally. Children with this disorder may understand instructions or stories but have difficulty describing events, naming objects, or having conversations. Delays can range from mild issues with complex expression to more severe delays seen in early language milestones. Treatment involves speech therapy to improve expressive language skills.
Slides to accompany RALLI video
http://www.youtube.com/watch?v=nGuO1cL4gHQ
For references go to: http://www.slideshare.net/RALLICampaign/cn-slcn-17230953
When a child or adult suffering with communication disorder, it is necessary to perform a speech & language evaluation. we perform it after case history. This assessment should be performed by a speech language pathologist. In this assessment a SLP is asked about mode of communication,language background,details about receptive and expressive verbal and nonverbal communication.There will be an assessment of all oral peripheral mechanism in the form of appearance and function.In the end there will be assessment of formal tests as REELS,SECS and many more.In the end SLP will give provisional diagnosis and recommendations.
common issues in the perspective of speech and language disorders Usman Khan
typical development
speech and speech disorders
language and language disorders
communication disorders and Intellectual disability
Issues of importance
Learn more about how children learn to listen...what we can and should expect from infants and toddlers regarding their receptive language and listening skills...how we, as ADULTS, can engage young children so that they can most effectively listen and learn!
Slides to accompany RALLI video
http://www.youtube.com/watch?v=nGuO1cL4gHQ
For references go to: http://www.slideshare.net/RALLICampaign/cn-slcn-17230953
When a child or adult suffering with communication disorder, it is necessary to perform a speech & language evaluation. we perform it after case history. This assessment should be performed by a speech language pathologist. In this assessment a SLP is asked about mode of communication,language background,details about receptive and expressive verbal and nonverbal communication.There will be an assessment of all oral peripheral mechanism in the form of appearance and function.In the end there will be assessment of formal tests as REELS,SECS and many more.In the end SLP will give provisional diagnosis and recommendations.
common issues in the perspective of speech and language disorders Usman Khan
typical development
speech and speech disorders
language and language disorders
communication disorders and Intellectual disability
Issues of importance
Learn more about how children learn to listen...what we can and should expect from infants and toddlers regarding their receptive language and listening skills...how we, as ADULTS, can engage young children so that they can most effectively listen and learn!
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
FS6 Episode 4: The Teacher in the CommunityJamaica Olazo
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
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My Concrete Experience
My Observations
My Affirmed Concepts
My Reflections
My Future Applications
This PPT aims to provide knowledge and understanding about Language Disorder, Types of Language disorder, Example of Language Disorder, Symptoms of Language Disorder, Causes of Language Disorder, Treatment of Language Disorder, Teaching Techniques for Language Disorder.
Making Best Use of Speech-Language Therapy: When to Refer and What to ExpectBilinguistics
In this presentation, we discuss speech and language in school-age youth, identify when referral for Speech-Language Evaluation and Therapy would benefit the patient, and explain utilization of Alternative and Augmentative Communication (AAC).
There is a large unidentified population with double exceptionality. Gifted children
with specific learning difficulties can cover their deficits by their high abilities,
however the deficits cover their high abilities.
ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING YasinKhan62
Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.
Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.
Language is any form of communication in which a person's thoughts and
feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.
Therapy for Communication Disorders in Children.pdfPiyushSharma12895
Resonance or voice disorders are issues with the pitch, volume, or quality of the voice that interrupt the message. A child in these circumstances may experience distress or torture while speaking.
Early detection and treatment can meet the child's developmental needs and prevent further delays. TalktoAngel helps people improve their communication skills through a variety of methods. The language teacher is powerful for the two youngsters and grown-ups.
This is a free resource with information about pediatric language development milestones. Vocabulary: Different Kinds of Language. Children may have difficulties with one or more of these domains. Receptive language refers to language comprehension, the ability to understand information that is read or heard. Expressive language refers to language production, the act of communicating wants and needs with others in either gestural, verbal, or written form. Pragmatic language, also thought of as "social language," refers to the way children use language to communicate and connect with others.
speech disorders.pptx-Describe various educational needs of students with sen...sivavani1
Provide an overview of students with Speech impairments/disabilities.
Describe the concept of speech impairment.
Describe the characteristics of students with various speech disabilities.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Expressive language disorder
1. Expressive Language Disorder
A person with an expressive language disorder (as opposed to a
mixed receptive/expressive language disorder) understands language
better than he/she is able to communicate. In speech-language therapy
terms, the person’s receptive language (understanding of language) is
better than his/her expressive language (use of language). This type of
language disorder is often a component in developmental language
delay (see section on this disorder). Expressive language disorders can
also be acquired (occurring as a result of brain damage/injury), as in
aphasia (see section on aphasia). The developmental type is more
common in children, whereas the acquired type is more common in
the elderly. An expressive language disorder could occur in a child of
normal intelligence, or it could be a component of a condition
affecting mental functioning more broadly (i.e. mental retardation,
autism).
Children with expressive language delays often do not talk much or
often, although they generally understand language addressed to them.
For example, a 2 year old may be able to follow 2-step commands, but
he/she cannot name body parts. A 4 year old may understand stories
read to him/her, but he/she may not be able to describe the story even
in a simple narrative. Imaginative play and social uses of language
(i.e. manners, conversation) may also be impaired by expressive
language limitations, causing difficulty in playing with peers. These
are children who may have a lot to say, but are unable to retrieve the
words they need. Some children may have no problem in simple
expression, but have difficulties retrieving and organizing words and
sentences when expressing more complicated thoughts and ideas. This
may occur when they are trying to describe, define, or explain
information or retell an event or activity.
In school-aged children, expressive language difficulties may be
evident in writing as well. These children may have difficulties with
spelling, using words correctly, composing sentences, performing
written composition, etc. They may express frustration because they
recognize that they cannot express the idea they wish to communicate.
These children may become withdrawn socially because they cannot
use language to relate to peers.
In a more severely affected child, delays may be
evident in early milestones. For example, in
typically developing children, a vocabulary of first
words is emerging between the ages of 10-18
months, two-word phrases are produced around
the ages of 18-24 months, with 2-3 word phrases emerging in their
2. second year of life, and around the age of 3 years, children speak in 3-
4 word sentences, engage in simple conversation, and begin asking
questions in more adult-like ways (i.e. “Can we go?” instead of “Me
go?”).
In more mildly impaired children, delays may not be evident until
school begins. Issues may be seen in academics or in oral expression
for more complicated language tasks. He may begin to have
difficulties as schoolwork becomes more difficult (i.e. writing
sentences or short stories, summarizing information, answering
questions in class). Older children (i.e. middle, high school) face
difficulties with the challenges of their more advanced school work
(i.e. taking notes, written or oral reports/essays, etc.).
As mentioned in the section on developmental language disorders,
these children may act out in school, or in later school years and reject
learning completely without help. Also, as mentioned in the section
on developmental language disorders, expressive language disorders
do not disappear with time. A speech-language pathologist can best
diagnose an expressive language disorder. Parents and classroom
teachers are in key positions to help in the evaluation as well as in the
planning and implementation of treatment. Other professionals
involved in assessment and treatment, especially as related to
academics, include educational therapists, resource specialists, and
tutors.
http://speech-language-therapy.com/
Expressive Language Disorder
ICD 315.31
Article by:
Sarah Morales, BS
Children's Speech Care Center
A person with an expressive language disorder (as opposed to a
mixed receptive/expressive language disorder) understands language
better than he/she is able to communicate. In speech-language therapy
terms, the person’s receptive language (understanding of language) is
better than his/her expressive language (use of language). This type of
language disorder is often a component in developmental language
delay (see section on this disorder). Expressive language disorders can
also be acquired (occurring as a result of brain damage/injury), as in
aphasia (see section on aphasia). The developmental type is more
common in children, whereas the acquired type is more common in
3. the elderly. An expressive language disorder could occur in a child of
normal intelligence, or it could be a component of a condition
affecting mental functioning more broadly (i.e. mental retardation,
autism).
Children with expressive language delays often do not talk much or
often, although they generally understand language addressed to them.
For example, a 2 year old may be able to follow 2-step commands, but
he/she cannot name body parts. A 4 year old may understand stories
read to him/her, but he/she may not be able to describe the story even
in a simple narrative. Imaginative play and social uses of language
(i.e. manners, conversation) may also be impaired by expressive
language limitations, causing difficulty in playing with peers. These
are children who may have a lot to say, but are unable to retrieve the
words they need. Some children may have no problem in simple
expression, but have difficulties retrieving and organizing words and
sentences when expressing more complicated thoughts and ideas. This
may occur when they are trying to describe, define, or explain
information or retell an event or activity.
In school-aged children, expressive language difficulties may be
evident in writing as well. These children may have difficulties with
spelling, using words correctly, composing sentences, performing
written composition, etc. They may express frustration because they
recognize that they cannot express the idea they wish to communicate.
These children may become withdrawn socially because they cannot
use language to relate to peers.
In a more severely affected child, delays may be
evident in early milestones. For example, in
typically developing children, a vocabulary of first
words is emerging between the ages of 10-18
months, two-word phrases are produced around
the ages of 18-24 months, with 2-3 word phrases emerging in their
second year of life, and around the age of 3 years, children speak in 3-
4 word sentences, engage in simple conversation, and begin asking
questions in more adult-like ways (i.e. “Can we go?” instead of “Me
go?”).
In more mildly impaired children, delays may not be evident until
school begins. Issues may be seen in academics or in oral expression
for more complicated language tasks. He may begin to have
difficulties as schoolwork becomes more difficult (i.e. writing
sentences or short stories, summarizing information, answering
questions in class). Older children (i.e. middle, high school) face
difficulties with the challenges of their more advanced school work
4. (i.e. taking notes, written or oral reports/essays, etc.).
As mentioned in the section on developmental language disorders,
these children may act out in school, or in later school years and reject
learning completely without help. Also, as mentioned in the section
on developmental language disorders, expressive language disorders
do not disappear with time. A speech-language pathologist can best
diagnose an expressive language disorder. Parents and classroom
teachers are in key positions to help in the evaluation as well as in the
planning and implementation of treatment. Other professionals
involved in assessment and treatment, especially as related to
academics, include educational therapists, resource specialists, and
tutors.
Several informative links include the following:
http://speech-language-therapy.com/
www.angelfire.com/nj/speechlanguage
www.mankato.msus.edu/dept/comdis/kuster2/splang.html
www.asha.org
Parent Input
My Child – Form A
Student Name__________________________________Date___________________
Parent’s Name __________________________________________________________
Identifying priorities is important in developing a meaningful IEP. This form will provide
important information for school staff to consider. If you need additional space, feel free to
attach another sheet of paper. My child has these strengths:
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
My child has these needs:
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
My first priority for my child this year is:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. This is what I will do at home to help my child make progress:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
How I will know my child has made progress:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Another important priority for my child this year is:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
This is what I will do at home to help my child make progress:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
How I will know my child has made progress:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Parent’s Name ______________________________________________ Date:__________________
My Child – Form A
Student Name__________________________________Date___________________
Parent’s Name __________________________________________________________
Identifying priorities is important in developing a meaningful IEP. This form will provide
important information for school staff to consider. If you need additional space, feel free to
attach another sheet of paper. My child has these strengths:
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
My child has these needs:
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
• _______________________________________________________________________________
My first priority for my child this year is:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________