Communication Disorders SPED 3100Holli McCullough, Kayla Walden, & Emily Sacks

Definitions• Communication- the process of sharing

information and involving many communication functions, such as seeking social interactions ,requesting objects, sharing ideas, and rejecting on object or interaction.

• Communication disorder- impairs the ability to transmit or receive ideas, facts, feelings, and desire and many involve language or speech or both, including hearing, listening, reading, or writing.

Definitions• Language- the commutation of ideas-

sending and receiving them through an arbitrary system of symbols used according to the certain rules that determine meaning

- expressive language : encoding or sending

- receptive language: decoding or understand

• Speech- the neuromuscular activity of forming and sequencing sounds of oral language

Definitions• Speech disorders- impairments in the production and use of oral language.

• Language disorders- problems in comprehension and expression.

STATs

• 1/5 out of all children who are identified special education –receive services for primarily language or speech disorders

• 8% to 9% of preschool children and about 5% of students in elementary and secondary grades have speech disorders (Ehren & Nelson, 2005)

• 2% to 3% of preschool children and 1% of school- aged population have language disorders (Ehren & Nelson, 2005)

Language Disorders

“A child may not have a language disorder yet have a communication difference

that demands special teaching. Such differences might be related to culture

and/or disability.”

Language Disorders

1. Language learning depends on brain development and proper brain functioning

2. Language learning is affected by the consequences of language behavior

3. Language can be analyzed as input and outputs related to the way information is processed

4. Language is acquiring by a biological process that dictates rules governing the form, content, and use of language

5. language is one of many cognitive skills

6. Language arises from the need to

communicate in social interactions

“ No one knows exactly how or why children learn language,

but we do know language development is related in a

general way to physical maturation, cognitive

development, and socialization.”

Classification of Language Disorders

Two primary dimensions: 1. domain2. etiology

Types of Language

1. phonological 2. morphological 3. syntactical 4. semantic 5. pragmatic

Primary Language Disorders • Specific language impairment (SLI)

• Early expressive language delays (EELD)

• Language based reading impairment

Secondary Language Disorder Caused by any other conditions, such as intellectual disabilities, hearing impairment, autistic spectrum disorder, cerebral palsy, or traumatic brain injuries.

Speech Disorders

Speech Disorders

“ Most speech disorders will be

treated primarily by a speech-language pathologist, not

classroom teachers.”

Speech Disorders • Phonological Disorders• Articulation Disorders• Voice Disorders• Fluency Disorders• Motor-Speech Disorders

Phonological Disorders• A disorder that occurs in children

who are younger than 9 years old. The disorder results in the impaired ability to produce sounds in his/her own language.

Articulation Disorders• Errors in producing sounds

–Omits sounds–Substitutes–Distorts–Add speech sounds

Sunshine- Thunshine- Shunshine

Voice Disorders• they are difficult to

define precisely –Characteristics

•Pitch•Loudness•Quality (how they use their larynx)

Fluency Disorders

Motor-Speech Disorders • The muscles that make speech

possible are under voluntary control.

• When damage occurs to the areas of the brain that controls these muscles or to the nerves leading to the muscles, the ability to speak normally is disturbed.Dysarthria

Apraxia

What does this mean to be a teacher of a students with commutation disorder?

Educational Considerations • Facilitating the social use of language

• Question- Asking Strategies

• Teaching Literacy: Reading and written expression

“The classroom offers many possibilities for language learning

and should provide most continuous opportunities for

students and teachers to employ language and obtain feedback in

constructive relationships.”

Assessments of Progress

• Dynamic assessment - speech-language

pathologist • Curriculum- based language

and communication assessment

Early Intervention

Early Intervention in Delayed Language Development - paralinguistic communication - milieu teaching

Involvement of Families

1.Provide information about delays and disorders of speech, language, or communication

2.Collect information about speech, language, and communication strengths and interventions needs in order to maximize participation in the classroom and other school settings

What does this mean to be a teacher of a student with a commutation disorder?

3. Interpret assessment information to others to help to develop intervention goals and objectives, plan activities and select appropriate methods and materials

4. Provide direct instruction for specific speech. Language, and communication skills to individuals and small groups

5. Work collaboratively with others to promote students participation in age- appropriate activities and natural environment

Quiz

Ehren & Nelson, 2005; National Institution of

Deafness and Communication Disorders

Hallahan, Kauffman & Pullen, 2012; Exceptional

Learners: An Introduction to Special Education

Resources