Communication Disorders :Communication Disorders Speech & Language Impairment AGUSTIN CAPOPEZ CARLOS CARPIO LAO


COMMUNICATION DISORDERS :COMMUNICATION DISORDERS Problems in communication Problems in speaking, language forms and understanding.


OVERVIEW: :OVERVIEW: DSM-IV-TR Expressive Language Disorder Mixed Receptive-Expressive Language Disorder Stuttering Phonological Disorder


OVERVIEW: :OVERVIEW: EDM Affects language Affects speech


CHARACTERISTICS :CHARACTERISTICS Students with Communication Disorders


CHARACTERISTICS :CHARACTERISTICS SPEECH Incorrect grammar Difficulty organizing spoken information Motor skills problems Inconsistent mistakes when speaking Articulation problems (Omissions, Substitutions, Distortions)


CHARACTERISTICS :CHARACTERISTICS EXPRESSIVE LANGUAGE Frequent trouble finding the right word Improper use of tenses Grammatical mistakes Problems in recalling words Problems with socialization Reliance on short simple sentence Low self-esteem


CHARACTERISTICS :CHARACTERISTICS RECEPTIVE LANGUAGE Not seeming to listen when they are spoken to Lack of interest when story books are read to them Inability to understand complicated sentences Inability to follow verbal instructions Problems in: Attention Speech Sounds Memory Word and grammar knowledge Word processing


TEACHINGSTRATEGIES :TEACHINGSTRATEGIES Students with Communication Disorders


TEACHING STRATEGIES: :TEACHING STRATEGIES: Auditory discrimination - is the ability to detect similarities and differences when listening to sounds. Localization of sound – Sequencing sounds – Identification of a target sound in a noisy background -


TEACHING STRATEGIES: :TEACHING STRATEGIES: Changes in classroom Seating – To help the child focus and maintain attention Setting– Reduce external visual and auditory distractions


TEACHING STRATEGIES: :TEACHING STRATEGIES: SPEAKING Gain the child’s attention before giving directions. Speak slowly and clearly. Do NOT overexaggerate speech. Use simple, brief directions. Give directions in a logical, time-ordered sequence and make instructional transitions clear


TEACHING STRATEGIES: :TEACHING STRATEGIES: SPEAKING Emphasize key words when speaking or writing, especially when presenting new information. Use gestures that clarify information. Vary loudness to increase attention. Check comprehension by asking the child questions or asking for a brief summary after key ideas have been presented.


TEACHING STRATEGIES: :TEACHING STRATEGIES: SPEAKING Paraphrase / simpler sentence for information Encourage the child to ask clarifications Review previous learnings Give breaks as necessary. Avoid showing frustration when the child misunderstands a message. Avoid asking the child to listen and write at the same time.


TEACHINGDEVICES :TEACHINGDEVICES Students with Communication Disorders


Slide 16:TEACHING DEVICES Augmentative and Alternative Communication (AAC) “Includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas.” (American Speech-Language-Hearing association)


Slide 17:TEACHING DEVICES Types of AAC Unaided communication systems - do not provide voice output or electronic hardware Gestures Body language Sign language Communication Board


Slide 18:TEACHING DEVICES Types of AAC Aided communication systems electronic devices that may/may not provide some type of voice output. Devices that does not provide voice output: Eye Gaze Electronic Hand-Held E-Tran System Smart Ease Activities Liberator


Slide 19:TEACHING DEVICES Types of AAC Aided communication systems Speech Generating Devices - Provide voice output. It can display letters, words, and phrases, or a variety of symbols, to allow the user to construct messages. DynaVox Easytalk Smart/128


Slide 20:EyeGaze Electronic Hand-Held E-Tran System Smart Ease Activities


Slide 21:DynaVox Easy Talk


Slide 22:Sample Topics in Communication Boards


CLASSINCLUSION :CLASSINCLUSION Students with Communication Disorders


INCLUSION: Child with Communication Disorders :INCLUSION: Child with Communication Disorders SUBJECT: Language / Reading GRADE LEVEL: Grade 4 TOPIC: Introduction of Prepositions Materials: Cut out rectangular paper with prepositions Some classroom real objects Activity: Introduce lesson using concrete examples Call student volunteer to give other examples Draw a preposition word from the box and act it out.


INCLUSION: Child with Communication Disorders :INCLUSION: Child with Communication Disorders SUBJECT: Mathematics GRADE LEVEL: Grade 3 TOPIC: Introduction to Fractions Materials: Teacher-made pizza (cartolina, art paper) Activity: Introduce lesson with examples Call student volunteer to give other examples Using the “Pizza”, provide questions to be answered. Call student to answer


Elements :Elements www.animationfactory.com - FIN!