Presentation on theme: "Specific Language Impairment in the Regular Classroom"— Presentation transcript:
1 Specific Language Impairment in the Regular Classroom By: Katie Lovelady
2 Specific Language Impairment Official definition of Specific Language Impairment provided by the American Speech-Language-Hearing AssociationSpecific Language Disorder (SLI) is a language disorder not caused by any other known underlying neurological, cognitive, emotional or sensory disorder, such as Down Syndrome, Autism or Hearing Impairment. Also referred to as: speech delay, language delay, developmental language disorder, persistent language impairment
3 What is Specific Language Impairment (SLI)? Type of speech, language, and communication disorderMain area of difficulty is talking and understanding languageMost common childhood learning disabilityMore common in males than females
5 About SLIThe real problem with distinguishing children who have SLI from other normal learning children is that SLI children are usually as able and healthy as other children with the exception of enormous difficulty talking and understanding language.Children with SLI all have very individual cases.Some cases are very mild and short-lived, while others are severe and persistent.Most children with SLI are labeled as students with “behavior problems” or students who “do not try.”
6 Children with SLI may show the following signs: Have difficulty saying what they want to, even though they have ideasTalk in sentences, but be difficult to understandFind it difficult to understand words and long instructionsDevelop behavior problemsShow difficulty learning to read and spell
7 Statistics show…Studies have shown that in students of 5 years old, SLI affects about 2 children in every classroom (about 7%).It is more common in girls than boys.
8 What is Your Part?It is often difficult to remember that students with SLI are as their classmates.As professional educators, it our responsibility to act as advocates for children with SLI, doing everything in our power to make their learning experiences meaningful.
9 Be Proactive in Your Classroom Provide a variety of visual support systems to help with understandingTimetables on the wall, targets shown on the whiteboard, picture cards and wordbooksPresent your information in a variety of waysInclude the use of real objects, practical activities, pictures, and videos
10 Be Proactive in Your Classroom Lesson plans that include explicit opportunities to build speaking and listening skills for all childrenIncorporate therapy goals for individual studentsPresent directions and instructions in a variety of ways and allow time for students to process themHave a Speech Language Pathologist speak to the classroom staffExplain SLI and what it means for a child in your school
11 Make Adjustments When Necessary A part of being proactive when teaching in classrooms with children with SLI is the ability to make adjustments when the needs arise.Areas where adjustments can be made are as follows:PlanningTeachingAssessmentEnvironmentResources
12 Adjustments in Planning Plan with othersspeech language pathologists, AVTs, special education staff, year level teams and subject area teams to incorporate the priorities for the studentConsider the IEP as a way of prioritizing adjustments needed to access the curriculumExample: communication goalstudent to ask for help from peers as well as the teacherMake instruction and activities multimodaluse as much visual and kinesthetic as possible
13 Adjustments in Planning Directly teach routines and structures of the school and classroom.Plan access to rewarding activities during the day.
14 Adjustments in Teaching Use teamwork for task completionProvide a range of responsibilities within the student teamExample: recorder, designer, store person, encourager, researcher, explainer and speakerProvide an outline of what is to be learnedfocus on key conceptsTeach use of organizerscolor coding, pictorial labels, visual timetables and sequences, now/later charts.
15 Adjustments in Teaching Reduce the amount and complexity of materials where appropriatebreak into small, achievable steps.Increase the opportunities to practice new skills and conceptsteaching younger child, demonstrating to other adults, practicing on the computer with a peerUse available human resourcesadults & peersProvide additional modelling and concrete examples.
16 Adjustments in Teaching Do not assume understanding of spoken instructions.Teach the use of diaries and checklists to support sequencing and completing tasks.Orient student to topic before commencing instruction.Teach the vocabulary of instructiondraw, underline, circle, analyze, brainstorm, classify, compare
17 Adjustments in Assessment Collect annotated work samples over time.Use pictures to support textdiagrams, flow charts, and timelinesUse alternative communication system to demonstrate student learningClearly identify assessment goals before beginning a unit of workAllow students some capacity to negotiate some aspects of criterion-based assessments
18 Adjustments in Environment Reduce distractionsauditory, physical, movementProvide space to enable flexible learning areasfocus activity, quiet and listening areasProvide pictorial rule reminder charts, and book and storage labelsProvide space for students to work quietly with an adult volunteer or aide
19 Adjustments in Resources Provide a range of source materials at various levelsreaders, magazines, postersUse computers to provide additional practice of concepts and skillsCreate resources with symbol/visual supportusing specialized software or digital photosUse Assistive Technologytext to speech, word prediction, visual organizers etc.