Session 10-Teaching Learners with Communication Disorders_Pedro.pptx

Department of Education
1
Training of Trainers on SNED Implementation cum
Content and Pedagogical Approaches for
Learners with Disabilities

2
SESSION 10
Teaching Learners With
Difficulty in Communication
(Communication Disorder)

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

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

COMMUNICATION
Sender Receiver
Message
Encoding Decoding

COMMUNICATION PURPOSES
To persuade
To give information
To seek information
To express emotions

PROCESSES OF COMMUNICATION
Formulation
Transmission
Reception
Comprehension

SUCCESSFUL COMMUNICATION
Sender
Shared symbolic system
Receiver
Feedback

SUCCESSFUL COMMUNICATION
Linguistic Feedback
Non-linguistic
Paralinguistic

COMMUNICATION
SPEECH
LANGUAGE

SPEECH
A neuromuscular process that
allows us to express language
vocally.

BUILDING BLOCKS OF SPEECH
Respiration (Breathstream)
Voice
Articulation
Fluency

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)

Activity 1
Llisten carefully as I say the directions.
Follow the directions given.
Do this in the meta card.

RECEPTIVE LANGUAGE
VS.
EXPRESSIVE LANGUAGE

RECEPTIVE LANGUAGE
 Following directions
 Understanding what gestures mean
 Answering questions
 Identifying objects and pictures
 Reading comprehension
 Understanding a story

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)

Session 1
Activity 1
Read My Lips

Activity 1: Analysis
- How did you feel about the 2. If that’s how you feel, what
do you think will the learners feel if they are in that
situation?
- What should you have done if you were the teacher? Why?
- activities?
- How do you think the activities relates to our topic this
morning/afternoon?

Session Guide
What is a
Communication Disorder?

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

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

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

Session Guide
 significant difficulty in one or more of
formulation, transmission, reception,
and comprehension.
 Must adversely impact school, work,
home, social, and/or community

http://clipart-library.com/images/6ir5bkMKT.gi
Communication disorder affects
the delivery of messages and the
relationship among other people.
https://gifer.com/en/HmSq

Session Guide
What might Communication
Disorders look like in the
classroom?

Session Guide
Understanding
Janus is 13 years old. His language disorder means
he finds it hard to listen to instructions and
understand the language used at school. Janus really
enjoys PE and is good at sport. During PE lessons,
though, he finds it hard to follow the instructions that
his teacher gives. He does not always understand all
the rules of the games they play; instead Janus
watches what the others are doing. So he does all the
exercises that the PE teacher gives them, but is always
one step behind the others.

Session Guide
Talking
Miguel has Language Disorder. He finds it hard to
understand the language that is used at school. His
teacher gives him a math problem:
Three buses were in the depot, five were on the road
and two were at the bus stop. How many buses are
there altogether? Miguel just looks blankly at her. He
cannot answer, because the sum got lost in the words.
But when she writes down the sum 3 + 5 + 2, he has
no trouble working out the answer because he does not
need to use language.

Session Guide
Academic Work
Joseph is 15 years old. He is frequently in trouble
because he does not often hand in his homework on
time, even though he is a keen student. Joseph struggles
to organize himself and finds it hard to remember which
piece of homework needs to be in on which day. He needs
to use his homework diary to remind him but is not
usually organized enough to write down what he needs to
do and when. Even when he remembers to write down
his homework, the information comes too quickly, and he
doesn’t get it all down in time.

Session Guide
Academic Work
Fatima is 7 years old. She has been asked to
write a story in literacy, based on some work
that the class has already done. Fatima has lots
of ideas and is eager to show the teacher all that
she has understood but finds it hard to plan her
story and her ideas get in a muddle. Her
sentences do not make sense and her story ends
up being confusing and hard to follow. Fatima
has DLD and struggles with expressive
language.

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 (consonant
cluster reduction)

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
(stopping)

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

Communication
Disorders-
Advocacy Video
https://www.youtube.com/watch?v=pvoc74MKjJM)

Communication Disorders- ADVOCACY
VIDEO

Session Guide
Communication Disorders: Stuttering

Communication Disorder of Difficulty in Communication
“Approximately 75 percent of children
recover from stuttering. For the remaining
25 percent… stuttering can persist as a
lifelong communication disorder”
National Institute on Deafness and Other
Communication Disorders (NIDCD)

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.

Teaching Strategies
Learning Difficulty Classroom Strategies
Difficulty with Language
• Student has difficulty
comprehending new
vocabulary
• Student does not understand
routines or instructions that
are given verbally
• Student interrupts others'
speech or has difficulty
taking turns
• Use picture cards, flashcards, and/or anchor
charts to support student understanding of
new curriculum vocabulary
• Allow student to keep vocabulary picture cards
with him/her during specific lessons
• Use non-verbal cues to accompany classroom
routines and procedures
• Record and watch videos on how to respond to
non-verbal and verbal classroom directions
• Give students "partner talk" cards so they
understand when to speak and when to listen
during a lesson
• Model how to take turns in classroom
procedures, lessons, or games
• Act out scenarios in order to model what is
appropriate during instruction and how to use
non-verbal cueing

Teaching Strategies
Difficulty with Speech
communicating his/her
needs with others
pronouncing words and/or
using words in an
appropriate order
• Give students an "emotions bingo" card that
they can use when struggling to verbally
communicate their feelings.
• Teach the student non-verbal cues for
classroom routines (i.e. getting a tissue =
touch the tip of your nose)
• Post a chart of "classroom discussion starters"
so that students know how they can
appropriately begin their sentence (i.e. "I
think that...", "I agree with...because...")
• Recast the student's language back to them
correctly to help them practice correct
pronunciation and/or word order
• Use songs or raps to help students with
pronunciation of new vocabulary
• Allow students to listen to books on tape while
reading them in order to hear correct
pronunciation of the words they read.

Teaching Strategies
Difficulty with Assessments
and/or Test-Taking
• Student does not understand
the directions for an
assessment
• Student cannot answer
assessment questions
verbally
• Provide step-by-step picture cues for students
who need support in understanding
assessment directions
• Repeat directions often (if possible during the
given assessment)
• Model the steps before beginning
• Provide extra time and quiet test-taking space
if these are beneficial for the student
• Allow students to draw, write, or build in order
to answer a question that is usually answered
verbally if the task will still meet the desired
standard or outcome
• Use technological supports like videos,
projectors, or write-to-speak applications if
appropriate for the given assessment and the
student

Session Guide
Activity/Questions:
Write a word in the heart- shaped cut-out distributed per table
how you can support LWDs.
How can we provide support to the learners with
communication disorders?
What is/are your takeaways in this session?
Post the cut-out in your assigned corner.

Session Guide
Activity/Questions:
Write a word in the cut-out distributed per table how you can
support LWDs.
How can we provide support to the learners with
communication disorders?
What is/are your takeaways in this session?
Post the cut-out in your assigned corner.

Session Guide
References:
DepEd Handbook for Learner with Special Educational Needs
PowerPoint Presentation during the National Training on SNED

THANK YOU!
GOD BLESS US ALL!

Session 10-Teaching Learners with Communication Disorders_Pedro.pptx

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