This document discusses communication disorders and strategies for working with students who have them. It defines communication, language, and speech and outlines common speech disorders like articulation issues, phonological disorders, and voice or fluency issues. It then provides classroom accommodations for speech disorders like building a positive environment, helping students monitor their speech, and modifying instruction. It also covers language disorders and assessment strategies. Suggestions are given to improve students' comprehension, language use, and conversational skills through activities like story reading, music, and play. Working with a speech language pathologist is recommended.

1. Communication Disorders
By: Melissa Diamond
&
Taylor Charles

2.  Communication “is the interactive exchange
of information, ideas, feelings, needs, and
desires,” (47)
 Language “is a formalized code used by a
group of people to communicate with one
another,” (47)
 Speech is the oral component

3. Speech Disorders
 Articulation
 Distortions
 Substitutions
 Omissions
 Additions
 Motor speech
 Phonological
 Voice
 Fluency
 Stuttering

4. Classroom Accommodations
 Build a Positive Classroom Climate
 Help Students Learn to Monitor Their Own
Speech
 Modify Instruction & Materials
 Help Students Help Themselves
 Work with Peers or Parents

6. Language Disorders
Absence of verbal Child does not show Early acquired deafness,
language indications of understanding brain damage, severe
or spontaneously using emotional disturbance
language by age 3
Quantitatively Child’s language is different Emotional disturbance,
Different Language from that of non disabled hearing loss, mental
children at any stage of retardation/developmenta
development l disabilities
Delayed Language Language follows normal (Same as above) No one is
Development course of development, but trying to help them learn
behind children of same age
Interrupted Language Normal language Illness, accident, or other
Development development begins, but is trauma
interrupted

8. Classroom Accommodations
1. Improve Students’ Comprehension in the Classroom
2. Give Students Opportunities for Facilitative Play
3. Use Naturalistic Techniques & Stimulated Real-Life Activities
to Increase Language Use
4. Develop Students’ Conversational Skills through Story Reading
5. Use Music and Play Games to Improve Language
6. Arrange Your Classroom for Effective Interactions
7. Modify Strategies to Develop Students’ Learning Tools
8. Work Collaboratively with the Speech-Language Pathologist
9. Use Storytelling and Process Writing

9. Assessment
 Focus on what the child can do rather
than can’t
 Consider procedural modifications
 Be flexible
 Give options

10. Augmentative & Alternative
Communication (AAC)
 Augmentative Communication
 Ways (other than speech) that are used to
send a message from one person to another
 Alternative Communication
 Techniques that supplement or enhance
communication by complementing whatever
vocal skills the individual already has

11. Summary Quiz
 Communication problems result in difficulties in even
simple ______
 Speech disorders include impairments of____, ____,
_____, or phonology
 What are the TWO modes of communication?
 What are some accommodations teachers can make for
students with language disorders?

12. Bibliography
Smith, Polloway, Patton, Dowdy, Heath,
McIntyre, and Francis. (2006).
Teaching Students with Special
Needs in Inclusive Settings. Toronto,
ON: Pearson Education. Pages 47 - 76.