CEP week 12 - Chapter 9 Students with Speech and Language...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Chapter 9 Students with Speech and Language Disorders Definition: all the disorders that can occur within this disability category. Communication disorders: global term for all the conditions that comprise this disability, but it is sometimes used to include difficulties with communication that arise from hearing loss whereas the other term sometimes excludes those individuals. Speech or language impairment: used by IDEA, a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child’s educational performance. Characteristics: cognitive and academic: profound impact on student’s ability to learn. From the day that children begin to comprehend language; it is an essential means through which they explore their world and come to understand it. The importance of language is magnified when student’s go to school. Oral language is important in early childhood. Children need speech and language skills for communicating and learning in all their other subject areas as well as during nonacademic activities. Children with significant speech and language delays are at high risk for reading difficulties. Disorders often are unable to benefit from the early literacy experiences that are common in kindergarten. Social and Emotional Characteristics: many students with speech and language disorders struggle socially and emotionally. They must deal with other’s perceptions of them and how they interact. Students that have a negative view need help staying positive. Students may experience teasing due to their speech. If they cannot find the words they need during a conversation then they do not fully participate. Behavior Characteristics: Young children who cannot express their needs in words resort to inappropriate behaviors such as biting to get what they want. Students with speech and language disorders are at high risk for having behavioral problems. Identification: Speech Assessments: a speech/language pathologist administers a standardized test to determine whether a problem with articulation is present. -Goldman-Fristoe Test of Articulation 2 -Fisher-Logemann Test of Articulation Competence -common goal of detecting errors in articulation that are not expected given the child’s age. By asking a child to finish a sentence or name picture that are part of the test they are able to determine whether he is omitting certain sounds, substituting one sound for another, adding sounds, or distorting the way a sound is made. -physical structures may also be examined, to see if the student has abnormalities in their teeth or palate that arte affecting the speech. Language Assessments: assessment must address receptive and expressive vocabulary, ability to retrieve words as needed, comprehension and processing of sentences, correct use of the rules of grammar, comprehension of stories and other narratives, ability to produce language, whether to tell a story or to participate in a conversation. -Comprehensive Assessment of Spoken Language
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 01/31/2012 for the course CEP 240 taught by Professor Dalhoe during the Spring '07 term at Michigan State University.

Page1 / 6

CEP week 12 - Chapter 9 Students with Speech and Language...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online