CREATING A POSITIVE SUPPORTING ENVIRONMENT FOR CHILDREN WITH

SPEECH LANGUAGE DISORDERS

HAMIDAHNABELLAHNAJLATUL NAJIBAH

MASTURAH

INTRODUCTIONChildren need good communication skills to be able to participate and

interact with people at home, school and society, engage positively at school, to have positive relationships with peers and develop independence and self advocacy. Children with speech language disorder can be more withdrawn and have difficulties developing social relationships

where they often remain dependent into adulthood. Hence a positive supporting environment for children with speech language disorders must be created particularly at home, school and society environment.

HOME ENVIRONMENT

• Parents can sing and provide children with music – learning new songs helps children learn new words, uses memory skills, listening skills and expression of ideas with words.

• Parents can plan family trips and outings – this new experiences give them something interesting to talk about before, during, and after the outing.

• Don’t criticize grammar mistakes – instead, just model good grammar.

• Don’t try to force children to speak • Listen to the children - Look at them when they talk - Give

time to respond • For stuttering children, parents can talk to the child in a slow

and relaxed way• Follow their lead, and let them be the center of attention.

SCHOOL ENVIRONMENT

GET FAMILIAR WITH STUDENT’S

INDIVIDUALIZED EDUCATION PROGRAM

(IEP)• If you are not part of the student’s IEP team, ask for a copy of his or her IEP.

• The student’s educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive.

MAKE SURE THAT NEEDED

ACCOMMODATIONS ARE PROVIDED

• It’s important that these are provided – they will help the student learn and demonstrate his or her learning.

• Also find out if state or school district has materials or resources available to help educators address the learning needs of the students.

MAKE ADJUSTMENTS IN THE CLASSROOM

• Seat the student in the front row. That will help with questions and instructions. (close observation)

• Have a system of signals that lets the student ask for help or indicate confusion without causing undue disruption.

• Talk privately with the student and get his or her input on what’s helpful and what’s not.

DON’T GO IT ALONE – CONSULT WITH OTHERS!

• Work closely with the speech pathologist and special educators in school to get tips and strategies for supporting the student, including ways to adapt the curriculum

COLLABORATE WITH PARENTS

• Work together with the student’s parents to create and implement an educational plan tailored to meet the student’s needs.

• Regularly exchange information with parents about how the student is doing at home and school.

BE PATIENT AND MINDFUL OF ETIQUETTE

• For example, let the student finish his or her own sentences.

• If you don’t understand something the student says, indicate what you did understand.

• It’s also okay to ask questions in a way that lest the student give a short answer, or to substitute written work for oral presentations.

SOCIETY

• Don’t label them. Do not be afraid to ask him or her to repeat a word or sentence.

• Do not supply words or finish thoughts for him or her immediately. (Give them time)

• Do not assume someone with a speech disorder lacks capacity to understand.

• Do not urge a person who stutters to slow down or start over. This tends to make the stuttering worse.

• Encourage an attitude of participation and acceptance.

CONCLUSIONhandling children with speech language disorder

with honesty, sensitivity and competence will help develop trusting effective relationships between parents, teachers and society. The combined efforts, knowledge, experiences and motivations between these group of people help to provide positive environment for children with speech language disorder.