SPED 210 Chapter 10
SPED 210 Chapter 10 SPED 210
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This 2 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 6 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.
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Date Created: 09/21/16
Keely Egelhoff Logan SPED 210 3/28/2016 Chapter 10 Communication disorders defined - Communication involves sharing information between two individuals or more - Functions include requesting, rejecting, commenting, arguing, reasoning among others - Disorders involve language or speech or both and they impair communicative functions Prevalence - 10%-15% of preschool children and about 6% of students in elementary and secondary grades have speech disorders - 2%-3% of preschoolers and about 1% of the school-age population have language disorders Communicative differences and disorders - Dialects, regional differences, language of ethnic minority groups - Difference is not always a disorder end is an effective communicator whereas someone with a disorder has impaired communication in all language environments Classification of language disorders - Two primary dimensions: Domain and Etiology - Five subsystems: syntactical, semantic, pragmatic, phonological, morphological - Can be classified by causes or related conditions - Primary – has no known cause - Secondary – caused by another condition like intellectual disabilities, hearing impairment, autistic spectrum Primary language disorder - Specific language impairment (SLI) – language disorder that has no identifiable cause, it is unexpected and unexplained language variation - Early expressive language delay (EEL D)- significant lag in expressive language - Language-based reading impairment- involves a reading problem Secondary Language Disorders - Very specific disabling conditions - Emotional and behavioral disorders Speech Disorders - Phonological disorders- problems in understanding the sound system of language - Articulation disorders- problems in understanding speech sounds - Voice disorders- problems in producing voice with appropriate pitch, loudness, and quality - Fluency disorders- problems in maintaining speech flow - Motor- speech- problems in speaking due to neuromotor damage- dysarthria, apraxia Assessment - Teachers should word on three areas - Facilitating the social uses of language - Have them ask questions - Teaching literacy: reading and written language - What the child talks about - How the child talks about things? - How the child functions in linguistic communities? - How the child uses language and how the use could be made to serve the purpose of communication and socialization more effectively - Curriculum based language assessment - Early intervention is crucial - Early intervention usually involves working with delayed language - Working with families Students who live with communication disorders may have a hard time in school. Since some communication disorders can be causes by learning disorders students can have a hard time learning to read or talking. The social life of those with communication can vary because they cannot always communicate like they need and want to. Early identification is key for those with communication disorders. There is no cure for the disorder, but helping a student identify his or her disability can help them overcome some of the hardest aspects of their disorder. Making friends at an early age is something every student tries to do. Because of a communication disorder a few students might need more help in this task. Families and teachers should work together to help the student become confident even with their disorder.
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