Download to read offline
More Related Content
Similar to teaching learners with Difficulty-in-Communication
teaching learners with Difficulty-in-Communication
- 1. SESSION ON Teaching Learnerswith Difficulty in Communication (Communication Disorders) Republic of the Philippines Department of Education SOCCSKSARGEN REGION JESIE OCLARIT KALAW, MaEd. Teacher II SCHOOLS DIVISION OFFICE OF COTABATO
- 2. SOCCSKSARGEN REGION OBJECTIVES: After thesession, the participants will be able to: 1. Identify different difficulties in communication (communication disorders) 2. Apply accommodations and strategies being used in teaching learners with difficulty in communication.
- 3. “Hear-through-the-eyes” SOCCSKSARGEN REGION Speech readingis an art. It is used by people with difficulty in communication or those with difficulty in hearing.
- 4. COMMUNICATION SOCCSKSARGEN REGION ❑ issuch a fundamental part of the human experience. ❑ entails interactive exchange of information, ideas, feelings needs and desires.
- 5. COMMUNICATION DISORDER SOCCSKSARGEN REGION Problemin the ability to receive, send, process, and comprehend concepts of verbal, nonverbal, and graphic symbol systems.
- 6. SOCCSKSARGEN REGION 1. LanguageDisorders ⮚Receptive ⮚Expressive ⮚Aphasia Types of Communication Disorders 2. Speech Disorders ⮚Stuttering ⮚Articulation
- 7. SOCCSKSARGEN REGION 3. Fluency ⮚Delayedspeech Types of Communication Disorders 4. Voice ⮚Hypo nasality ⮚Hyper nasality ⮚Hoarness ⮚Breathiness
- 8. COMMUNICATION DISORDER SOCCSKSARGEN REGION ✔affectsthe delivery of message and the relationship among other people ✔may result in a primary disability or it may be secondary to other disabilities.
- 9. COMMUNICATION DISORDER SOCCSKSARGEN REGION •Cleft lip or palate • Cerebral palsy • Autism Spectrum Disorder • Learning Disability • Intellectual Disability • Or have no other cause Can be caused by:
- 10. COMMUNICATION DISORDER SOCCSKSARGEN REGION “Approximately75 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)
- 11. TEACHING STRATEGIES SOCCSKSARGEN REGION •Model good speech production • Reinforce accurate production of speech sounds • Reduce the amount of background noise • Shorten and/or modify oral directions. Ask the learner to repeat or rephrase the directions to ensure understanding
- 12. TEACHING STRATEGIES SOCCSKSARGEN REGION •Provide visuals to enhance explanation of new materials, especially with abstract concepts • Obtain learner’s attention before giving a direction • Give written directions, visual cues for verbal directions • Allow longer oral response time
- 13. ACCOMMODATIONS (Assistive Devices) SOCCSKSARGENREGION • Learners with difficulty in communication may use augmentative communication devices which may serve as an alternative way to communicate their basic needs • It includes sign language, symbols, aids, strategies, techniques and various communication boards, both manual and electronic to enhance the communication process.
- 14.
- 15. PARTNERING with PARENTSor LEARNING FACILITATORS at HOME SOCCSKSARGEN REGION • Provide a relaxed home environment that allows many opportunities for the child to speak • Listen attentively when the child speaks and focus on the content of the message, rather than responding to how it is said or interrupting the child
- 16. SOCCSKSARGEN REGION Ways toASSIST CHILDREN WITH LANGUAGE DISORDER
- 17. Ways to AssistChildren with Language Disorder SOCCSKSARGEN REGION 1. Conversation opportunities 2. Reading 3. Being with friends and family 4. Understanding changes
- 18. 10 Ways toAssist Children with Language Disorder SOCCSKSARGEN REGION 5. Creativity 6. Physical Activity 7. Humor 8. Organizing 9. Augmentative and Alternative Communication (ACC)
- 19.
- 20.
Editor's Notes
- #1 Why am I in SPEd?