Working with the Life/Applied Skills Population: A quick guide to communication Mrs. Shannon Sibert, M.A.,CCC-SLP Speech Language Pathologist

Speech Language Pathologist (SLP) A Speech-Language Pathologist is a person trained in working with individuals with speech, language, voice, fluency, and swallowing disorders. SLPs can work in schools, hospitals, universities, nursing homes, and private practices. SLPs can work with any age group, ranging from newborns to the elderly.

SLPs in the High School Setting SLPs are responsible for:  Providing speech therapy to address specific language needs  Setting communication goals for students to reach  Working with students in group settings  Programming assistive technology (i.e., “talkers”) for students who need them  Social skills training  Vocation and job training  Literacy Training  Active Learning for severe disabilities

But I’m only a peer buddy… As a peer buddy, you are setting an example on our special needs students!! It’s up to you to be a positive or negative example! You may be needed to:  Role play appropriate behavior and language  Model good question asking and answering  Participate in a group activity  Write for a student who can’t do so on his own  Cheer on other students in class  Play games as a reward to students

Language vs. Speech Language is made up of socially defined rules, which include:  What words mean (semantics)  How to make new words (morphology)  What word combinations work best in different social situations (pragmatics) Individuals with significant difficulty in these areas can be diagnosed with a language impairment or language disorder.

Language vs. Speech Speech is the verbal means of communicating, which includes:  Articulation - pronunciation of sounds  Voice – quality of voice  Fluency - stuttering Individuals with significant difficulty in these areas may be diagnosed with a speech impairment or a speech disorder.

Speech and language disorders are a lot like a Looney Tunes cartoon…

Example of Language Disorder Language Disorder: “XXX-XXX-XXX”

Example of Language Disorder Non-verbal (and uses assistive technology)

Example of Language Disorder Social Skills Deficit

Examples of Speech Disorders Articulation disorder: “Be vewwy vewwy quiet…I’m hunting wabbits.”

Examples of Speech Disorders More articulation disorders: “S-s-sufferin’ s-s-succotash!” “I tot I taw a puddy tat.”

Examples of Speech Disorders Voice Disorder: “What’s up, doc?”

Examples of Speech Disorders Fluency Disorder: “Th-Th-That’s All Folks!”

Types of Disabilities within the classroom: Autism  a complex neurobiological disorder of unknown origin  Affects 1 in 150 individuals  4 times more prevalent in boys than girls  No known cure  Characterized by inability to communicate with others, compulsion, rigid routines, and repetitive behaviors.  On a scale – every child with autism will look slightly different! 

Types of Disabilities within the classroom: Down Syndrome  A chromosomal disorder caused by the presence of an extra 21 st chromosome  Cognitive impairment  Physical growth impairments  Characteristic facial features, such as almond shaped eyes, high arched palate, and low set ears.  Occurs in 1 of 1,000 births 

Types of Disabilities within the classroom Mental Retardation (MR)  Generalized disorder characterized by sub- average cognitive functioning and deficits in two or more adaptive behaviors with onset before the age of 18  Levels of mental retardation – depends on their IQ (mild, moderate, severe, profound)  Although individuals with MR develop skills more slowly than their peers, they are capable of learning new skills.  Mental retardation may occur with other disabilities

Types of Disabilities within the classroom Cerebral Palsy (CP)  neurological disorders that appear in infancy or early childhood and permanently affect body movement and muscle coordination but don’t worsen over time  No cure, but treatment can improve child’s abilities  Many factors may cause CP, including birth trauma, anoxia, brain development in the womb, among other things.  These students may need a walker or wheelchair to help them move about

In conclusion… “ Everyone communicates in some way. It is our challenge to recognize that communication and respond to it!” (Jane Korsten, Every Move Counts)

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